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Inclusive Education and Epistemic Value in the Praxis of Ethical Change

Author(s)
Haaz, Ignace
Contributor(s)
Keywords
Inclusive Education
Ethics of change
Argumentation
ethics education
education
Philosophy
epistemic value
truth and knowledge
virtues in higher education
intellectual virtues
GE Subjects
Global ethics
Political ethics
Equality/varieties of
Economic ethics
Labour/professional ethics
Cultural ethics
Media/communication/information ethics
Social ethics
Youth
Disability/mental disorder
Family ethics
Methods of ethics
Philosophical ethics
Community ethics
Minority ethics
Education and ethics
Ideals of the human flourishing
Professional behaviour in the education sector
Code of ethics for school administrations
Ethics of teaching/inclusivity
Research ethics
Combating corruption in education
Distance and open education
Integrated/balanced/interdisciplinary education
Technology ethics
Cyberethics/Information and Communication Technology ICT
Normative ethics
Virtue ethics
Moral psychology
Metaethics
Grounding on internal ethical facts/external social norms
Moral reasoning and motivations
General theology/other
Collections
Education Ethics Series
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Ignace_Inclusive_education_epistemic_value.pdf
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http://hdl.handle.net/20.500.12424/170560
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Abstract
In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being.
Note(s)
Topic
Type
Book chapter
Date
2019-07
Identifier
ISBN
DOI
Copyright/License
Creative Commons Attribution 4.0 International (CC BY 4.0, see https://creativecommons.org/licenses/by/4.0/)
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