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| Content Provider | Springer Nature Link |
|---|---|
| Author | Huttunen, Rau Murphy, Mark |
| Copyright Year | 2012 |
| Abstract | The idea of radical pedagogy is connected to the ideals of social justice and democracy and also to the ethical demands of love, care and human flourishing, an emotional context that is sometimes forgotten in discussions of power and inequality. Both this emotional context and also the emphasis on politics can be found in the writings of Paolo Freire, someone who has provided much inspiration for radical pedagogy over the years. However, Freire did not create any explicit ethical foundation for radical pedagogy. This paper argues that, when constructing normative grounds for radical pedagogy, Habermas’s discourse ethics can be an important source, with the caveat that discourse ethics on its own is not sufficient grounding enough where radical pedagogy is concerned. Habermasian critical theory should be supplemented with Axel Honneth’s theory of recognition, as Freire’s focus on love and human flourishing corresponds well with Honneth’s theory’s three modes of recognition: love, rights and respect (solidarity stemming from mutual relations of respect). |
| Starting Page | 137 |
| Ending Page | 152 |
| Page Count | 16 |
| File Format | |
| ISSN | 00393746 |
| Journal | Studies in Philosophy and Education |
| Volume Number | 31 |
| Issue Number | 2 |
| e-ISSN | 1573191X |
| Language | English |
| Publisher | Springer Netherlands |
| Publisher Date | 2012-02-05 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Habermas Honneth Disource ethics Recognition Radical pedagogy Philosophy of Education Educational Philosophy |
| Content Type | Text |
| Resource Type | Article |
| Subject | Philosophy Education |
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