Education, epistemic justice, and truthfulness: Miranda Fricker interviewed by A. C. Nikolaidis and Winston C. Thompson

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-14 DOI:10.1093/jopedu/qhad075
A C Nikolaidis, Winston C Thompson, Miranda Fricker
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Abstract

Abstract In her groundbreaking book, Epistemic Injustice, renowned moral philosopher and social epistemologist Miranda Fricker coined the term epistemic injustice to draw attention to the pervasive impact of epistemic oppression on marginalized social groups. Fricker’s account spurred a flurry of scholarship regarding the discriminatory impact of epistemic injustice and gave birth to a domain of philosophical inquiry that has extended far beyond the disciplinary boundaries of philosophy. In this interview, Fricker responds to questions posed by A. C. Nikolaidis and Winston C. Thompson that address the ways in which epistemic injustice intersects with education as a human endeavor and social institution. In doing so, Fricker reflects on her motivations in writing her book more than 15 years ago and explicitly addresses some of the most significant contributions of the concept of epistemic injustice as a tool for analyzing issues in education. She also offers insights on the purpose of education, outlines educational manifestations of epistemic injustice, and discusses the virtues that educators must exhibit and inculcate in their students in order for epistemic justice to obtain.
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教育、认知正义和真实性:米兰达·弗里克,a·c·尼古莱迪斯和温斯顿·c·汤普森访谈
著名道德哲学家、社会认识论家米兰达·弗里克在其开创性著作《认知不公》中创造了“认知不公”一词,以引起人们对认知压迫对边缘社会群体普遍影响的关注。弗里克的描述激发了一系列关于认知不公正的歧视性影响的学术研究,并催生了一个远远超出哲学学科界限的哲学探究领域。在这次采访中,Fricker回答了a.c. Nikolaidis和Winston C. Thompson提出的问题,这些问题解决了认知不公正与教育作为人类努力和社会制度的交叉方式。在此过程中,弗里克反思了她15年前写这本书的动机,并明确指出了认知不公正概念作为分析教育问题的工具的一些最重要的贡献。她还对教育的目的提出了见解,概述了认识不公正的教育表现,并讨论了为了获得认识公正,教育者必须向学生展示和灌输的美德。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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