Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity

Abstract

Price seems to be recognized in education and society at large in terms of how well one is doing in education and society, but not necessarily dignity. So, the question becomes the following: Can education also maintain the inner dignity of human beings, apart from their price, and what would that be (see Lia Mollvik below for a discussion on outer and inner dignity)? It is not uncommon in policy in many places throughout the world if not in most or all, that education recognize the price of children and young people through policy and practice by making it possible for them to cultivate their capacities to read, write and count, and to learn facts about, inter alia, the world, societies, universe and possible also themselves in order for them to become, inter alia, employable and efficacious on the job market. It is not either uncommon that their price is recognized in terms of the extent to which they submit to the values, norms of action related to specific narratives, practices and traditions in specific societies, but what exactly is it that they are supposed to confer a price on? Their price with regard to the extent to which they submit to their social, cultural, political or religious affiliation, their gender or sexuality, their diagnoses (see Rama Alshoufani below for a discussion on this latter theme), or their age (see Rebecca Adami below for a discussion on this issue)? Should their freedom to act upon their inclinations or submit to the circumstances of whatever kind, be that which should be given a price? Or that which conforms with their taste? Or is it their social skills, wit, imagination and humour that should be priced? Should any or all of that mentioned above be that which should be given a price? Or is it something else that ought to be respected, something of inner worth? And what would that be? And should that be recognized and maintained in and through education, other than that which is given a price of whatever kind in specific societies? It is, as said, not uncommon that some or many if not most or all of that which is mentioned above is given a price, that is, valued either positively or negatively, in societies, and that education is used as a means to cultivate valued capacities and reproduce that which is found to have a positive value such as, inter alia, specific facts, values and norms of action. If, however, any of the above are that which is given a value or price, it seems that people will be affected to come to learn that they too have a price as a means to some further end. That is, it seems that they can be inclined to come to learn that they are valued and given a price when they submit to any of the above. That in turn suggests that they will also at some point come to recognize that anyone can be replaced by someone else and its equivalent at some point (Kant, 2011, 4:434). They would then as an effect of this not necessarily come to recognize and respect the inherent value or dignity of persons, but merely the price to that which they submit and the extent to which th...

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