Common Schools/Uncommon Identities: National Unity and Cultural Difference
Common Schools/Uncommon Identities: National Unity and Cultural Difference
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常见的学校/不常见的身份：民族团结与文化差异
DOI：
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发表时间：
1998
期刊：
影响因子：
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通讯作者：
W. Feinberg
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文献类型：
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作者：
W. Feinberg
当代教育中最激烈争论的问题之一是黑人、拉丁美洲人、同性恋者、妇女和残疾人等群体对承认其特殊身份的课程的要求与公共教育的作用是向儿童灌输共同的美国身份的竞争立场之间的紧张关系。在本书中，一位杰出的教育哲学家参与了这场辩论，指出了双方潜在的伦理问题，并展示了学校如何促进民族和文化认同。沃尔特·范伯格发展了一种双重的教育理论：它对家长和社区成员的关注很敏感，他们希望公立学校加强他们的特殊价值观和群体认同，它也坚持对公共教育的“原则性原因”的承诺--公共教育与自由主义政治哲学共有的一般理想，特别是教育机会平等，结社自由，和个人发展。范伯格发展的基本原则，学校应该使用在解决文化差异的理解，测试这些，并显示如何自由主义确实是文化认同兼容。
One of the most hotly debated issues in contemporary education concerns the tension between the demands of such groups as blacks, Latinos, gays, women, and the handicapped for a curriculum that recognizes their particular identity-and the competing position that the role of public education is to infuse children with a common American identity. In this book, a distinguished philosopher of education takes on that debate, indicating the underlying ethical issues on each side and showing how schools can promote both national and cultural identities. Walter Feinberg develops a theory of education that is twofold: it is sensitive to the concerns of parents and community members who want the public schools to reinforce their particular values and group identity, and it also maintains a commitment to the "principled reasons" for public education-the general ideals that public education shares with a liberal political philosophy, particularly equality of educational opportunity, freedom of association, and individual development. Feinberg develops an understanding of basic principles that schools should use in addressing cultural differences, tests these and shows how liberalism is indeed compatible with cultural recognition.