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Realistic utopia? The psychology and pedagogy of public reason.

机译：现实的乌托邦？公共理性的心理学和教育学。

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Can Rawls's ideal of public reason ever become widespread, whereby citizens willingly seek shared values and use them as a point of reference in political discourse? I begin with the premise that such a development would mark a dramatic improvement over the type of political discourse prevalent today. But Rawls never offers a satisfying account of how public reason might become widespread---for this we need a psychology of public reason. I respond to this challenge by marshaling empirical psychological evidence suggesting that human character is fundamentally situated and pluralistic---constituted by different and even contending moral commitments in different domains of our lives. We know how to seek shared values under conditions of cultural pluralism because we undertake similar negotiations within our own psyches. But can doesn't mean will---we still need an account of motivation. To address this, I advocate a pedagogy of public reason, which cultivates the requisite commitments among students through school democracy programs. Students who engage in political discourse in school are in a good position to recognize the benefits of public reason and to carry this practice into the polity as adults. But is the pedagogy of public reason just another instance of liberal soulcraft, undermining student autonomy? I insist it is not; public schools may legitimately initiate students into the habits of citizenship. Moreover, pluralism of character suggests that the pedagogy of public reason will not necessarily displace contending private commitments, as we often hold different commitments in different domains. I argue that this is not a weakness of moral character, but rather a strength that better prepares us to engage a morally heterogeneous world. Some may wonder if this account of character and selfhood is really consistent with liberalism, as it challenges Kantian notions of transcendence and universalism. But I conclude that this self is compatible with the promise of liberalism more broadly conceived, which I call immanent liberalism" and which posits that we can live together more or less peaceably, in spite of our differences. Public reason is indeed realistically utopian.
机译：罗尔斯的公共理性理想是否能够广泛传播，从而使公民愿意寻求共同的价值观并将其用作政治论述的参照点？我以这样的发展为前提，它将标志着对当今流行的政治言论类型的巨大改进。但是罗尔斯从来没有对公共理性如何广泛传播提供令人满意的解释-为此，我们需要一种公共理性心理学。为了应对这一挑战，我整理了经验心理学证据，表明人的性格从根本上是多元的，这是由我们生活中不同领域甚至不同的道德承诺构成的。我们知道如何在文化多元化的情况下寻求共同的价值观，因为我们在自己的心智中进行类似的谈判。但是，这并不意味着意愿-我们仍然需要对动机进行说明。为了解决这个问题，我提倡公共理性教育，通过学校民主计划在学生中培养必要的承诺。在学校中进行政治演讲的学生很容易意识到公共理性的好处，并在成年人中将这种做法带入了政体。但是，公共理性的教育只是自由灵魂技巧的又一实例，它破坏了学生的自主权吗？我坚持不是。公立学校可以合法地使学生养成公民的习惯。此外，品格的多元性表明，公共理性的教学方法不一定会取代竞争性的私人承诺，因为我们经常在不同领域中持有不同的承诺。我认为这不是道德品格的弱点，而是一种力量，它可以更好地使我们参与道德上异质的世界。有人可能会怀疑这种关于性格和自私的说法是否真的与自由主义相一致，因为它挑战了康德式的超越和普遍主义观念。但是我得出的结论是，这种自我与更广泛地构想的自由主义的承诺是相容的，我称之为内在的自由主义”，并且假定尽管我们之间存在分歧，但我们可以或多或少地和平共处。公共理性的确是现实的乌托邦式的。

著录项

  • 作者

    Newman, Olivia Kay.;

  • 作者单位

    New School University.;

  • 授予单位 New School University.;
  • 学科 Philosophy.;Political Science General.;Education Philosophy of.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 193 p.
  • 总页数 193
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 哲学理论;教育;政治理论;
  • 关键词

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