Economic crises and education: Some philosophical reflections

Laurance Joseph SPLITTER

Research output: Contribution to journalArticle

Abstract

The ongoing series of global financial crises offers some important philosophical lessons and insights for educators. The epistemological lesson is stark: we should beware of certainty and all claims to it. Were the disposition of generic skepticism in place at all levels of schooling, then the intellectual rigidity that has characterized economics as a “discipline” would be balanced by demands to consider possible alternatives. The ethical lessons to be learned include ensuring that ethics, as a form of rigorous but openended inquiry into key questions about the kind of world in which we want to live, be included in every classroom and curriculum. At the center of this inquiry are relationships, most notably those between and among individual persons, on the one hand, and those between persons and the groups to which they belong and on which they are often said to depend, on the other. Such relationships also have an aesthetic dimension, in terms of their place in building, not just an ethically better world, but a more wholesome, integrated and harmonious world. Copyright © 2012 Institute for the Advancement of Philosophy for Children.
Original languageEnglish
Pages (from-to)44-49
JournalThinking: The Journal of Philosophy for Children
Volume20
Issue number1/2
DOIs
Publication statusPublished - 2012

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Person
Philosophical Education
Economic Crisis
Skepticism
Educators
Rigidity
Epistemological
Schooling
Global Financial Crisis
Certainty
Aesthetic Dimension
Philosophy for children
Disposition
Economics
Curriculum

Citation

Splitter, L. (2012). Economic crises and education: Some philosophical reflections. Thinking: The Journal of Philosophy for Children, 20(1/2), 44-49.