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This is probably a choice more for the affluent, the less wealthy don’t choose to replicate their social class position, but have no other choice—or perhaps no such aspiration in some cases, we ought also to allow that escaping one’s environment is not always the most noble of aims, but raising one’s environment is.
The entity/composition distinction is drawn by E. Jonathan Lowe, A Survey of Metaphysics (Oxford: Oxford University Press, 2002).
Michael S. Merry, ‘Equality, self-respect, and voluntary separation,’ Critical Review of International Social and Political Philosophy Vol. 15(1) (2012), pp. 79–100.
Hand, Michael, ‘What Should We Teach as Controversial? A Defence of the Epistemic Criterion,’ Educational Theory 58(2) (2008), pp. 213–228., Tillson, John, ‘Towards a Theory of Propositional Curriculum Content,’ Journal of Philosophy of Education 48(1) (2014), pp. 137–148.
Apart from questions of legitimacy and ethics, there is a pragmatic question about how far one can present them with an education which challenges such views before parents remove their children from public education to seek more upbringings more consistent with their values. This pragmatic consideration could council some restraint to avoid a greater evil.
Simon Blackburn, ‘Religion and Respect,’ Philosophers Without Gods, (ed.) Louise Antony (Oxford, Oxford University Press, 2007).
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Tillson, J. Review of What Is A Public Education and Why We Need It: A Philosophical Inquiry into Self-Development, Cultural Commitment, and Public Engagement, Walter Feinberg. Stud Philos Educ 37, 529–536 (2018). https://doi.org/10.1007/s11217-018-9600-0
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