scholarly journals Justice in education and recognitive justice

2020 ◽  
Vol 7 (2) ◽  
pp. 1-20
Author(s):  
Teemu Eino Petteri Hanhela
Keyword(s):  
Pedagogical Knowledge ◽  
Educational Practices ◽  
Epistemic Injustice ◽  
Topical Issue ◽  
Justice Theory ◽  
Educational Justice ◽  
Educational Authority ◽  
Innovative Idea ◽  
Recognition Theory ◽  
Further Development

This paper focuses on a topical issue - the idea of ‘justice in education’ – developed by Krassimir Stojanov, among other recent educational justice theorists. Justice in education has to ask ‘educational questions about education’, which means that educational justice theory should be capable of dealing with educational practices, and constellations that are asymmetrical interaction orders. This requires, from the perspective of a child, criteria to distinguish between justified and unjustified educative demands towards responsibility and autonomy. This paper analyses forms of recognition as a legitimate summons that enables the individual’s autonomy. It also analyses the illegitimate demands that emerge from Stojanov’s innovative idea to combine the forms of misrecognition with the concepts of epistemic injustice.    The second chapter of this paper introduces the challenges related to the recognitive justice as justice in education. The examination of Dietrich Benner’s recent critique of recognition theory illuminates these challenges in two ways: first, it is shown that there can be something negatively experienced, but the result of productive disruptions that the educator need to produce, which are out of the scope of recognition theory. Second, the recognitive justice paradigm ignores elementary pedagogical conditions and requirements, ‘the pedagogical knowledge’ and its methods, and is therefore unable to fully grasp the legitimate educational authority. This paper concludes with a synthesis that finds the crucial elements from the recognition theory to justice in education and critically assessing Benner’s claims. Overall, the paper offers potential for further development in justice in education.

scholarly journals Holizm pedagogiczny i praktyki edukacyjne

2020 ◽  
Vol 49 (2) ◽  
pp. 21-30
Author(s):  
Aleksander A. Połonnikow
Keyword(s):  
Pedagogical Knowledge ◽  
Time Orientation ◽  
Necessary Condition ◽  
Educational Practices ◽  
Dominant Position ◽  
Pedagogical Training ◽  
The Status ◽  
The Subject ◽  
Situational Support ◽  
Operational Unit

The subject of analysis in the article is the phenomenon of pedagogical holism, which is considered as a necessary condition for the organization and implementation of the pedagogical position. At the same time, orientation at pedagogical training towards one or another hypostatic integrity is considered as a condition limiting the creativity of students in the analysis and creation of qualitatively different forms of pedagogical thinking and activity. The creative position of future teachers is interpreted as one of the mechanisms ensuring overcoming the uniformity of the current education. Hypostasized forms of pedagogical holism are opposed by the discursive holism, which is associated with the refusal of pedagogical training from extra-situational support in the organization of pedagogical knowledge, the establishment of presentism ideology and the pedagogical relativism in educational practices. The operational unit of these practices is an utterance created in the acts of educational interaction. At the same time, the pedagogical utterance loses its dominant position associated with the status of the owner of the integrity of development and becomes one of the judgments in the multifaceted educational polylogue, existing as the integrity that arises in the actual educational interactions it produces.

scholarly journals La complejidad de las relaciones teoría-práctica en educación

10.14201/3235 ◽  
2009 ◽  
Vol 19 ◽  
Author(s):  
María Clemente Linuesa
Keyword(s):  
Social Values ◽  
Educational Theory ◽  
Written Language ◽  
Pedagogical Knowledge ◽  
Theory And Practice ◽  
Educational Policies ◽  
Educational Practices ◽  
Premier Lieu ◽  
Education Theory ◽  
Pratiques Educatives

RESUMEN: En este trabajo se pretende hacer un análisis sobre cuáles son las relaciones entre las teorías y las prácticas educativas, tomando como ejemplo el caso de la enseñanza del lenguaje escrito. En primer lugar se plantea un somero repaso por los conceptos de teoría y de práctica en educación, analizando cuáles son sus dependencias y cómo puede entenderse esta relación dado el carácter intencional que caracteriza toda acción educativa. Centrándose en el caso del lenguaje escrito, se alude a los ámbitos en que se genera el conocimiento pedagógico y los distintos agentes que ejercen influencia en su configuración: la investigación, la propia práctica educativa, los valores y prácticas sociales e incluso, muchas veces, las políticas educativas. Se concluye con una breve síntesis sobre qué componentes sustentan una teoría sobre la enseñanza de la lengua escrita.ABSTRACT: The aim of this work is to provide an analysis of the relationships between education theory and practice, taking the case of written language as an example. First, we offer a brief summary of the concepts of educational theory and practice, analysing their dependencies and how this relationship might be understood in light of the intentional nature that characterises all educational actions. Focusing on the case of written language, we refer to the environments in which pedagogical knowledge is generated and the different agents affecting its configuration; research, educational practices themselves, social values and practices and, often, educational policies. We conclude with a brief synthesis of which components uphold a theory of written language teaching.SOMMAIRE: Dans ce travail, une analyse sur les relations existantes entre les théories et les pratiques éducatives est présentée à partir de l'exemple de l'enseignement de la langue écrite. En premier lieu, une brève révision des concepts de théorie et de pratique en éducation est réalisée en analysant leurs dépendances et la manière dont cette relation peut être comprise étant donné le caractère intentionnel qui caractérise toute action éducative. À partir du cas du langage écrit, on observe les domaines dans lesquels la connaissance pédagogique naît et les différents agents ayant une influence sur sa configuration: la recherche, la pratique éducative elle-même, les valeurs et les pratiques sociales et -très souvent- les politiques éducatives. Finalement, une brève synthèse sur les composantes qui se trouvent à la base d'une théorie sur l'enseignement de la langue écrite est proposée.

Bildung und Gerechtigkeit

2020 ◽  
Vol 74 (2) ◽  
pp. 296-309 ◽  
Author(s):  
Julian Culp
Keyword(s):  
Political Philosophy ◽  
Educational Policy ◽  
Educational Opportunity ◽  
Philosophy Of Education ◽  
Educational Policies ◽  
Educational Success ◽  
Educational Practices ◽  
Equal Educational Opportunity ◽  
Educational Justice ◽  
Liberal Conception

The article shows the interlacement of political philosophy and philosophy of education by justifying educational justice as central normative ground for analyzing educational policies as well as by defending a democratic conception of educational justice. In order to ground the importance of the concept of educational justice, the article explains the shortcomings of the alternative – functionalist and liberal perfectionist – normative grounds of educational policy. Then, the article develops a democratic conception of educational justice by first of all criticizing the liberal conception of equal educational opportunity on the ground that it implicitly accepts as valid the socially existing understanding of educational success. Based on this critique the article defends a democratic conception of educational justice that demands the institutionalization of educational practices that prepare students to define themselves as democratic citizens what educa tional success should mean.

Towards a New Understanding of the Child: Catholic Mobilisation and Modern Pedagogy in Spain, 1900–1936

2009 ◽  
Vol 18 (1) ◽  
pp. 1-24 ◽  
Author(s):  
TILL KÖSSLER
Keyword(s):  
Twentieth Century ◽  
Social Movements ◽  
Middle Class ◽  
Catholic Education ◽  
Liberal Democracy ◽  
Pedagogical Knowledge ◽  
Educational Practices ◽  
Historical Scholarship ◽  
Early Twentieth Century

AbstractDespite its importance, historical scholarship has largely ignored Catholic education as a historical force. This article argues that a closer look at Catholic education in Spain in the first decades of the twentieth century can widen our understanding of educational modernity and at the same time help us to grasp better the specificity and contradictions of religious political mobilisation in Europe. Catholic pedagogues and schools responded to the increasing politicisation of education, the changing demands of upper- and middle-class parents and challenges posed by the new psychological and pedagogical knowledge with fundamental changes in their educational practices. The article identifies the main developments in this contradictory shift, concluding that, first, it is highly misleading simply to identify the ‘new pedagogy’ of the early twentieth century with liberal democracy. This questions a sterile dichotomy of collectivism versus individualism in analysing social movements in the twentieth century. Second, the case study points to both the power and the inherent limits of Catholic mobilisation.

scholarly journals Epistemic injustice

2017 ◽  
Vol 44 (2) ◽  
pp. 141-158 ◽  
Author(s):  
Paul Giladi
Keyword(s):  
Social Environment ◽  
Significant Role ◽  
Social Group ◽  
Epistemic Injustice ◽  
Social Pathology ◽  
Self Confidence ◽  
The Status ◽  
Recognition Theory ◽  
Cognitive Environment ◽  
Significant Attention

My aim in this article is to propose that an insightful way of articulating the feminist concept of epistemic injustice can be provided by paying significant attention to recognition theory. The article intends to provide an account for diagnosing epistemic injustice as a social pathology and also attempts to paint a picture of some social cure of structural forms of epistemic injustice. While there are many virtues to the literature on epistemic injustice, epistemic exclusion and silencing, current discourse on diagnosing as well as explicating and overcoming these social pathologies can be improved and enriched by bringing recognition theory into the conversation: under recognition theory, social normative standards are constructed out of the moral grammar of recognition attributions. I shall argue that the failure to properly recognize and afford somebody or a social group the epistemic respect they merit is an act of injustice in the sense of depriving individuals of a progressive social environment in which the epistemic respect afforded to them plays a significant role in enabling and fostering their self-confidence as rational enquirers. Testimonial injustice is particularly harrowing, because it robs a group or an individual of the status of a rational enquirer, thereby creating an asymmetrical cognitive environment in which that group or individual is not deemed one’s conversational peer. Hermeneutical injustice is particularly harrowing, because asymmetrical cognitive environments further entrench the normative power of ideology.

scholarly journals Recognition, multiplicity and the elusive international

2021 ◽  
pp. 175508822110214
Author(s):  
Alex Hoseason
Keyword(s):  
International Relations ◽  
International Institutions ◽  
International Politics ◽  
The State ◽  
Transnational Movements ◽  
Recognition Theory ◽  
The Cross ◽  
Moral Geographies ◽  
Further Development

This article argues that the normative promise of recognition theory in International Relations has become increasingly inadequate to the cross-cutting and intersecting issues characteristic of a globalised and fragmented world. Engaging in critical readings of cosmopolitan forms of recognition theory, the critique of sovereignty and Markell’s influential critique of recognition theory, I suggest that the increasing ontological specificity of recognition theory in IR has come at the expense of its ability to develop links between different areas of international politics. The result is a failure to deal with recognition’s simultaneity, or the co-existence of analytically distinct and internally coherent recognition orders that is characteristic of the international. Building on this insight, I argue that a more historically-sensitive and materialist approach to recognition can be grounded in the concept of multiplicity. By opening recognition up to processes of interaction, and not merely reproduction, multiplicity frames the international more clearly as a historical presupposition, rather than a limit, of recognition. Furthermore, placing recognition struggles within the state, international institutions or transnational movements in relation to each other ensures that IR can contribute to the further development of recognition theory by situating recognition struggles at the intersection of different moral geographies.

scholarly journals Crowdfunding as a Mechanism for Financing Small and Medium-Sized Enterprises

e-Finanse ◽  
2016 ◽  
Vol 12 (3) ◽  
pp. 38-48 ◽  
Author(s):  
Janusz Cichy ◽  
Witold Gradoń
Keyword(s):  
Communication Technology ◽  
Allocative Efficiency ◽  
Key Factors ◽  
Market Growth ◽  
Advantages And Disadvantages ◽  
Innovative Idea ◽  
Modern Level ◽  
Points Of View ◽  
Definition Of ◽  
Further Development

Abstract The implementation of an innovative idea by small and medium-sized enterprises often is difficult because of the difficulty in finding a source of financing. The modern level of development of communication technology, exchange of information, the possibility of combining these potentials and using synergistic initiatives provides an opportunity to overcome this barrier. Dynamically growing crowdfunding is an opportunity for implemented projects. This study presents a definition of crowdfunding, its types as well as advantages and disadvantages from lender and loaner of capital points of view. It also shows the dynamics of crowdfunding market growth in Europe and the legal basics. The aim of the article is to describe the characteristics of crowdfunding, attempt of identification of the key factors determining its allocative efficiency, and to present their impact on its further development.

scholarly journals Smart Indoor Navigation System: INCREDISCOPE

2021 ◽  
Vol 25 (1) ◽  
pp. 61-66
Author(s):  
Paweł Dominik ◽  
Jacek Marcinkowski
Keyword(s):  
Navigation System ◽  
Technical Information ◽  
Global Scale ◽  
Indoor Navigation ◽  
Basic Assumptions ◽  
Innovative Idea ◽  
Indoor Navigation System ◽  
Core Idea ◽  
In The Beginning ◽  
Further Development

The paper presents a newly developed, innovative idea on a global scale system for indoor navigation INCREDISCOPE. The system is fully autonomic, and it is based on e-paper displays technology. The original positioning and navigation system for people inside buildings gives the possibility to intuitively and naturally lead a person to the desired destination. The paper consists of four parts. In the beginning, the short introduction and basic assumptions about indoor navigation and positioning are given. Then the core idea of the system and basic assumptions are introduced. In the third section, some technical information of prepared software is presented. Three different applications were prepared – intended for the system administrator; designated for e-paper displays and a mobile application for users who move inside buildings with their smartphones. The recognition of the users is based on Bluetooth technology. In the paper, two versions of the administrator interface were presented (Admin 1.0 and Admin 2.0). The operation logic of each version is completely different. The first one was too time-consuming during relations table creation. The second one is more intuitive. The last part of the article includes conclusions and prospects for further development of the system.

scholarly journals Introduction: Epistemic Injustice and Recognition Theory

2018 ◽  
Vol 4 (4) ◽  
Author(s):  
Paul Giladi ◽  
Nicola McMillan
Keyword(s):  
Epistemic Injustice ◽  
Special Issue ◽  
Recognition Theory

Introduction to the special issue 

scholarly journals ZBR and ZPD: Is there a difference?

2017 ◽  
Vol 13 (1) ◽  
pp. 23-36 ◽  
Author(s):  
N.N. Veresov
Keyword(s):  
English Language ◽  
Zone Of Proximal Development ◽  
Educational Practices ◽  
Proximal Development ◽  
Practical Application ◽  
English Language Literature ◽  
Further Development ◽  
Common Understanding ◽  
Language Literature ◽  
Historical Theory

The paper considers some problems of understanding the content of the theoretical notion of zone of proximal development in the English-language literature, related to unavailability of sources and some inaccuracies in translations. It is shown that, as a result of such inaccuracies, the notion of zone of proximal development (ZPD) turns out to be different in terms of its theoretical content from the notion of zona blizhayshego razvitiya (ZBR) (зона ближайшего развития, ЗБР), so that we can say that ZPD is not the same as ZBR. Simplification and fragmentation of basic theoretical ideas lead to some serious consequences, which cause difficulties both in the search for a common understanding and further development of cultural-historical theory, as well as in the practical application of ZBR in educational practices.

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