Where does the right of inclusion come from? The anthropological-ethical foundations of the educational model
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F19%3A50015812" target="_blank" >RIV/62690094:18440/19:50015812 - isvavai.cz</a>
Výsledek na webu
<a href="http://ojppe.eu/index.php/OJPPE/article/view/32" target="_blank" >http://ojppe.eu/index.php/OJPPE/article/view/32</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21062/ujep/327.2019/a/2533-7106/OJPPE/2019/3/9" target="_blank" >10.21062/ujep/327.2019/a/2533-7106/OJPPE/2019/3/9</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Where does the right of inclusion come from? The anthropological-ethical foundations of the educational model
Popis výsledku v původním jazyce
he goal of this paper is to consider the phenomenon of inclusion from a philosophical— specifically, anthropological and ethical—perspective. The reason is simple: inclusive education employs terms such as “humanity,” “person,” “every person,” “person with special needs” and so on. It is therefore about people. But it also uses phrases like “an individual has the right,” “everyone has the right,” “no one must be ignored,” “respect for life”, and these are statements of moral character. There is the way that a person is and the way a person should be, and likewise for the schools which form a person — there is the way they are and the way they should be. Advocates of inclusive education naturally wish that schools were inclusive. This desire, however, stands on very definite assumptions about, or a certain philosophical pre-understanding of, human ontology: that is, being (how a human is) and ethics (how a human should be). My argument here is that the moral requirement of educational inclusion comes from a specific anthropological preunderstanding. The paper will demonstrate it in texts written by the famous Czech educationalist J. A. Comenius.
Název v anglickém jazyce
Where does the right of inclusion come from? The anthropological-ethical foundations of the educational model
Popis výsledku anglicky
he goal of this paper is to consider the phenomenon of inclusion from a philosophical— specifically, anthropological and ethical—perspective. The reason is simple: inclusive education employs terms such as “humanity,” “person,” “every person,” “person with special needs” and so on. It is therefore about people. But it also uses phrases like “an individual has the right,” “everyone has the right,” “no one must be ignored,” “respect for life”, and these are statements of moral character. There is the way that a person is and the way a person should be, and likewise for the schools which form a person — there is the way they are and the way they should be. Advocates of inclusive education naturally wish that schools were inclusive. This desire, however, stands on very definite assumptions about, or a certain philosophical pre-understanding of, human ontology: that is, being (how a human is) and ethics (how a human should be). My argument here is that the moral requirement of educational inclusion comes from a specific anthropological preunderstanding. The paper will demonstrate it in texts written by the famous Czech educationalist J. A. Comenius.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
—
OECD FORD obor
50302 - Education, special (to gifted persons, those with learning disabilities)
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2019
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Online Journal of Primary and Preschool Education
ISSN
2533-7106
e-ISSN
—
Svazek periodika
3
Číslo periodika v rámci svazku
1
Stát vydavatele periodika
CZ - Česká republika
Počet stran výsledku
7
Strana od-do
9-15
Kód UT WoS článku
—
EID výsledku v databázi Scopus
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