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
{"title":"Education, epistemic justice, and truthfulness: Miranda Fricker interviewed by A. C. Nikolaidis and Winston C. Thompson","authors":"A C Nikolaidis, Winston C Thompson, Miranda Fricker","doi":"10.1093/jopedu/qhad075","DOIUrl":null,"url":null,"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.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL OF PHILOSOPHY OF EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1093/jopedu/qhad075","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

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.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
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.
期刊最新文献
“Don’t Educate Me - Move me!” Labours of Love and Participations in the Beautiful – in art and filmmaking From Powerful Knowledge to Capabilities: Social Realism, Social Justice, and the Capabilities Approach The Promise of the University: Reclaiming Humanity, Humility, and Hope Becoming Freirean Review of Morten Timmermann Korsgaard’s Retuning Education: Bildung and Exemplarity Beyond the Logic of Progress (Routledge, 2024)
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1