Bibliography: leaves 104-112. / The requirements of social and educative justice are examined further in the light of John Rawls's conception of justice as 'fairness'. In particular, critical response to his notions of 'the original position', 'veil of ignorance' and 'overlapping consensus' misrepresents the critical and creative capacity that these concepts properly denote and preserve in the interests of participants' 'strong' democratic capacity. The ethical implications of a non-authoritarian relationship between learners and existing discursive formations are then discussed with reference to Philip Wexler's 'textualist' theory of social analysis and education. His advocacy of 'collective symbolic action' is found to be compatible with an uncoercive discourse ethic, oriented to mutual understanding and contextualised hypothesis formation by self-reflective agents. Inferences for education are proposed, in conclusion, emphasising the teachers' role as agent provocateur of the 'liminal imagination' (generating non-formulaic symbolic movement and self-formative struggle by the learners themselves), which qualifies the usual obligation to approved curricular content. Education for a postmodern democracy is sustained by, and sustains, both context-relative knowledge - publicly educed - and an ongoing 'desublimation' of discourse, in the interests of participatory self-critique and renewal.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/8396 |
| Date | January 1990 |
| Creators | Richmond, Keith |
| Contributors | Millar, Clive |
| Publisher | University of Cape Town, Faculty of Humanities, School of Education |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Master Thesis, Masters, MPhil |
| Format | application/pdf |
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