Educating for intellectual pride and ameliorating servility in contexts of epistemic injustice

Bibliographic Data

ID8858771
AuthorsHeather Battaly (0009-0005-4011-6248, University of Connecticut, Storrs, CT, USA, corresponding author)
Year2022
Volume55
Issue3
Pages301-314
Publication date2022-02-01
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2022.2033212
OpenAlexW4210389333
LanguageEN
Citations received4
References cited24

Some of the students in our classrooms doubt their intellectual strengths—their knowledge, abilities, and skills. They may be unaware of the intellectual strengths they have, or may ignore, lack confidence in, or under-estimate them. They may even incorrectly judge themselves to be intellectually inferior to their peers. Students who do such things consistently are deficient in the virtue of intellectual pride—in appropriately ‘owning’ their intellectual strengths—and are on their way to developing a form of intellectual servility. Can the ‘standard approach’ to intellectual character education help these students make progress toward intellectual pride? This article argues that there are two limitations in its ability to help. First, the standard approach isn’t likely to help unless it is combined with classroom strategies for ameliorating servility. Second, even when it is combined with ameliorative strategies, any progress it might make in the classroom is likely to be fleeting when a student’s servility is caused by systemic epistemic injustice. This article suggests that rather than prioritize the standard approach, we prioritize strategies that aim at systemic change and amelioration

Epistemology · Injustice · Intellectual disability · Pedagogy · Political science · Pride · Sociology · Virtue · Critical Race Theory in Education · Feminist Epistemology and Gender Studies · Law · Philosophy · Political Philosophy and Ethics · Psychology · Social Psychology

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