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Education After Foucault: the Question of Civility

by Roger Mourad - 2001

It is commonly believed that mass public education is related in no small way to basic ideas of human nature and political freedom. It is also widely held that the idea of education is inherently concerned with the enhancement of human experience through the dissemination of knowledge and skills. This philosophical work examines these positions as follows. First, a close analysis of the foundations of modern political democracy is provided, focusing on their relation to ideas of human nature, rationality, and freedom. Second, it is argued that these foundations are unjustifiably narrow. Third, educational practices are shown to reflect these shortcomings in a number of ways. Fourth, an alternative interpretation is offered that overcomes these limitations, and its implications for higher education are explored. Fifth, a direction is provided for further work.

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Cite This Article as: Teachers College Record Volume 103 Number 5, 2001, p. 739-759
https://www.tcrecord.org ID Number: 10839, Date Accessed: 6/22/2021 3:22:55 AM

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About the Author
  • Roger Mourad
    Washtenaw Community College
    E-mail Author
    ROGER MOURAD, JR. is Director of Institutional Research at Washtenaw College and teaches at the University of Michigan. His academic credentials include a Ph.D. in Higher Education, M.A. in Philosophy of Education, and J.D. in Law, all from the University of Michigan. He is the author of Postmodern Philosophical Critique and the Pursuit of Knowledge in Higher Education (Westport: Greenwood, 1997) and several recent journal publications on epistemological, ethical, and legal issues pertaining to the nature and structure of institutionally organized education and its relation to the social good.
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