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- Mollvik, Lia
(författare)
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Inflorescent dignity : a reconstructive interpretation of Martha Nussbaum's conception of dignity and its implications for education
- 2021
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Ingår i: Ethics and Education. - : Informa UK Limited. - 1744-9642 .- 1744-9650. ; 16:3, s. 336-354
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Tidskriftsartikel (refereegranskat)abstract
- The concept of human dignity arguably has great relevance to education as it is mentioned in several human rights and education policy documents on the national and international level, providing their moral justification. However, when the concept is discussed within philosophical research, it is often seen as consisting of two different conceptions - intrinsic dignity and attributed dignity. The paper seeks to challenge this binary through a reconstructive interpretation of Martha Nussbaum's conception of dignity, proposing inflorescent dignity, as a more fully fledged way of understanding dignity and how it relates to education. Through use of a fictional example, I argue that inflorescent dignity, grounded in intrinsic dignity, has relevance to education because it gives rise to moral, relational, and thus pedagogical, demands on education to be primarily focused on human flourishing as well as the acknowledgement of human actuality and potential, and for this to permeate all levels of education.
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| 2. |
- Roth, Klas, et al.
(författare)
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Philosophy of education in a new key : Constraints and possibilities in present times with regard to dignity
- 2022
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 54:8, s. 1147-1161
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Tidskriftsartikel (refereegranskat)abstract
- Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key (see Peters et al., 2020) from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, that it is not uncommon that the value of human beings has to do with their price in, inter alia, their social, cultural, political and economic settings throughout the world. He argues that such a focus does not necessarily draw attention to the inner dignity of human beings, but that human beings ought to do so in education and society at large. Lia Mollvik discusses views of inner and outer dignity, and argues that there needs to be a balance in between them, and that the balance ought to be acknowledged in education. Rama Alshoufani discusses the classification of human beings in terms of various diagnoses related to the asserted dysfunction of the brain, and she argues that such classification does paradoxically not necessarily respect people with such diagnoses as ends in themselves. On the contrary, she argues that their inner dignity is not respected, but that it should be. Other such failures are due to the lack of inner dignity when it comes to Children’s rights as discussed by Rebecca Adami, and to the lack of recognition of human beings’ vulnerability as discussed by Katy Dineen. Fariba Majlesi criticizes a too strong emphasis on substantive notions of humanist education, which seem to hinder new ways of thinking; she argues that it is necessary to acknowledge the latter in and through education in order to preserve the dignity of human beings. Dignity, it is argued throughout the paper, has an inner moral worth, and is beyond price.
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