Disabling Intervention: Intellectual Disability and the Justification of Paternalism in Education

Autor/inn/en	McDonough, Kevin; Taylor, Ashley
Titel	Disabling Intervention: Intellectual Disability and the Justification of Paternalism in Education
Quelle	In: Philosophical Inquiry in Education, 28 (2021) 2, S.195-207 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-8659
Schlagwörter	Labeling (of Persons); Intellectual Disability; Social Bias; Children; Inclusion + Suchen Sie Ihr Suchwort? Labeling-Ansatz; Intellect; Disability; Disabilities; Verstand; Behinderung; Child; Kind; Kinder; Inklusion
Abstract	This paper criticizes mainstream philosophical justifications for paternalism in children's education, highlighting their exclusion of students labelled with intellectual disability. Most philosophical justifications of paternalism presume "able-mindedness" -- that is, they presume that learners possess the potential to develop capacities of rationality and autonomy considered normal -- and normatively superior -- for adults. Prioritizing these able-minded norms obscures educationally worthwhile communicative, reasoning, and behavioural capacities that diverge from able-minded norms, but which nevertheless express forms of rational and epistemic agency that are educationally beneficial. The paper argues that able-mindedness therefore constitutes a conceptually impoverished basis for educational paternalism. A number of harmful educational implications of able-minded educational paternalism are explored and a more promising and inclusive avenue for justifying educational paternalism is briefly outlined. (As Provided).
Anmerkungen	Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01