Educational Justice and Teachers’ Professionalism: A Philosophical Approach
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As a consequence of the international comparative PISA studies, there has been a new focus on questions of educational justice. However, the actual debate on the matter lacks one distinguished and predominant idea of justice. Instead, various concepts are used which set different and contradictory tasks to the agents in pedagogical settings. The following article takes up this debate by choosing a philosophical approach to educational justice. Based on Aristotle, it first raises an awareness for the specific problems linked to the idea of justice. The focus then shifts to justice in education. Here, main positions of the contemporary debate, with a focus on the German perception, are presented and judged according to the focusses given by Aristotle. By recurring to his concept of prudence, the article finally proposes that educational justice cannot be seen as a normative concept, setting a clear frame for explicit rules of action to be derived from it. It instead regards justice as a constant appeal to agents to act prudently in an Aristotelian way. It thus strengthens the role of agents against a regulatory approach which implies that questions of justice in education can be solved by some experts to be translated into a clear set of rules to be followed by teachers and other agents in the pedagogical field.
Abstract
As a consequence of the international comparative PISA studies, there has been a new focus on questions of educational justice. However, the actual debate on the matter lacks one distinguished and predominant idea of justice. Instead, various concepts are used which set different and contradictory tasks to the agents in pedagogical settings. The following article takes up this debate by choosing a philosophical approach to educational justice. Based on Aristotle, it first raises an awareness for the specific problems linked to the idea of justice. The focus then shifts to justice in education. Here, main positions of the contemporary debate, with a focus on the German perception, are presented and judged according to the focusses given by Aristotle. By recurring to his concept of prudence, the article finally proposes that educational justice cannot be seen as a normative concept, setting a clear frame for explicit rules of action to be derived from it. It instead regards justice as a constant appeal to agents to act prudently in an Aristotelian way. It thus strengthens the role of agents against a regulatory approach which implies that questions of justice in education can be solved by some experts to be translated into a clear set of rules to be followed by teachers and other agents in the pedagogical field.
참고문헌 (23)
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