Philosophy and Community in Education, a critique of Richard Rorty

Abstract

Introduction:  For those interested in moral education the adoption of a universalist perspective is essential. (Kohlberg
and Mayer 1972, Reboul 1971, 1991, Wilson, 1993). Universalism involves the acceptance of at least some values which apply to all human beings, and a concept of knowledge which is not limited to consensus or belief. I have discussed elsewhere (Schleifer 1992, Schleifer 1993) examples of the difficulties teachers have in regard to discussing values because of the popularity of relativism. A universalist perspective is particularly important in multiethnic school settings where issues of identity and tolerance are paramount. (Aboud and Doyle 1993, Brief 1993, Schleifer 1993). We have emphasized the importance of philosophical discussions in pluriethnic milieux as a contribution to democracy. A growing consensus among educators is to foster respect for differences without rejecting a notion of what human beings share together in terms of their similarities and a common human nature.