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Towards moral education through deliberative communication
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och Demokrati)ORCID iD: 0000-0001-9735-3440
2014 (English)Conference paper, Published paper (Other academic)
Abstract [en]

John Dewey's masterpiece Democracy and Education from 1916 is not in accordance with tendencies of current education policy implying narrow accountability and New Public Management. Still, however, Democracy and Education challenges these tendencies and represent criteria of education for democracy. In the last chapter "Theories of morals" Dewey articulates how "social perceptions and interests can be developed only in a genuinely social medium – one where there is give and take in the building up of a common experience", and he concludes that "all education which develops power to share effectively in social life is moral" (Dewey 1916/1980 p. 368 and 370). As developed earlier (Englund 2006 p. 507-508) Dewey's mentioned work from 1916 together with his The Public and its Problem from 1927 are, together with Habermas, the basic sources of inspirations for the idea of deliberative communication presented in Englund 2006. The main idea is here to "create pre-conditions for students to engage in moral deliberation and to adopt positions in relation to the world, society, and each other" (Englund 2000ab). But how shall we understand the moral dimension of deliberative communication and what makes it work?

Place, publisher, year, edition, pages
2014.
National Category
Social Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-38606OAI: oai:DiVA.org:oru-38606DiVA: diva2:763218
Conference
The 4th Swedish Pragmatism Colloquium on Education, October 30-31, 2014. Uppsala, Sweden.
Available from: 2014-11-13 Created: 2014-11-13 Last updated: 2017-10-18Bibliographically approved

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