Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-23T16:14:16.751Z Has data issue: false hasContentIssue false

Chapter 9 - Recognition Theory and Moral Education

from Part II - New Approaches to Moral Education

Published online by Cambridge University Press:  01 June 2023

By
Franziska Felder  and
Heikki Ikäheimo
Edited by
Douglas W. Yacek ,
Mark E. Jonas  and
Kevin H. Gary
Douglas W. Yacek
Affiliation:
Universität Dortmund
Mark E. Jonas
Affiliation:
Wheaton College, Illinois
Kevin H. Gary
Affiliation:
Valparaiso University, Indiana
Get access

Summary

The theme of recognition is one of the most intensively discussed topics in the humanities and social sciences in the last decades. This chapter discusses its relevance for moral education. We begin with two examples illustrating lack of recognition in the school class, one concerning cultural difference and the other economic and social inequality. Secondly, we introduce the idea of recognition, its importance for individual and social life and some basic ways to think about its various forms. Thirdly, we discuss some specificities of school education that are necessary to bear in mind when applying the concept of recognition in this context. Finally, we tie these conceptual and theoretical considerations back to the two examples and show how a recognition-theoretical perspective can helpfully illuminate them. The conclusion summarizes our most important findings.

Keywords

moral educationrecognitionrespectappreciationcareinterpersonal relationshipsschoolingesteem
Type
Chapter
Information
Moral Education in the 21st Century , pp. 151 - 170
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bates, A. (2019). Character education and the “priority of recognition”. Cambridge Journal of Education, 49(6), 695–710.Google Scholar
Blum, L. (2014). Three educational values for a multicultural society: Difference recognition, national cohesion and equality. Journal of Moral Education, 43(3), 332–344.CrossRefGoogle Scholar
Buber, M. (1937). I and thou. Edinburgh: T. & T. Clark.Google Scholar
Butler, J. (1987). Subjects of desire – Hegelian reflections in twentieth-century France. New York, NY: Columbia University Press.Google Scholar
Butler, J. (2009). Frames of war. London: Verso.Google Scholar
Cavell, S. (1969). Must we mean what we say? A book of essays. Cambridge: Cambridge University Press.Google Scholar
Fichte, J. G. (2000). Foundations of natural right. M. Baur (trans.). Cambridge: Cambridge University Press.Google Scholar
Freire, P. (1972). Pedagogy of the oppressed. London: Penguin.Google Scholar
Gutmann, A. (1987). Democratic education. Princeton, NJ: Princeton University Press.Google Scholar
Hendrickx, M. M. H. G., Mainhard, T., Oudman, S., Boor-Klip, H. J., & Brekelmans, M. (2017). Teacher behavior and peer liking and disliking: The teacher as a social referent for peer status. Journal of Educational Psychology, 109(4), 546–58.Google Scholar
Honneth, A. (1995). The struggle for recognition: Moral grammar of social conflicts. Cambridge: Polity Press.Google Scholar
Ikäheimo, H. (2002). On the genus and species of recognition. Inquiry, 45(4), 447–462.Google Scholar
Ikäheimo, H. (2015). Conceptualizing causes for lack of recognition: Capacities, costs and understanding? Studies in Social and Political Thought, 25, 25–43.Google Scholar
Ikäheimo, H. (2017). Recognition, identity and subjectivity. In Thompson, M. J (Ed.), The Palgrave handbook of critical theory (pp. 567–585). New York, NY: Palgrave Macmillan.Google Scholar
Ikäheimo, H. (2022a). Recognition and the human life-form: Beyond identity and difference. New York, NY: Routledge.Google Scholar
Ikäheimo, H. (2022b). Recognizability and recognition as human: Learning from Butler and Manne. The Journal for the Theory of Social Behavior. https://doi.org/10.1111/jtsb.12352.Google Scholar
Jackson, P. W. (1968). Life in classrooms. New York, NY: Holt, Rinehart & Winston.Google Scholar
Laitinen, A. (2002). Interpersonal recognition: A response to value or a precondition of personhood? Inquiry, 45(4), 463–478.Google Scholar
Levinas, E. (1961/1969). Totality and infinity: An essay on exteriority. A. Lingis (trans.). Pittsburgh, PA: Duquesne University Press.Google Scholar
Livingstone Smith, D. (2021). Making monsters: The uncanny power of dehumanization. Cambridge, MA; London: Harvard University Press.Google Scholar
Luhmann, N., & Schorr, K. E. (Eds.) (1982). Zwischen Technologie und Selbstreferenz – Fragen an die Pädagogik [Between technology and self-reference – Questions for pedagogy]. Frankfurt a. M, Germany: Suhrkamp.Google Scholar
Mead, G. H. (1934). Mind, self, and society. Chicago, IL: University of Chicago Press.Google Scholar
Murdoch, I. (2001). The sovereignty of good. London: Routledge Classics.Google Scholar
Niemi, P. (2015). The professional form of recognition in social work. Studies in Social and Political Thought, 25, 174–190.Google Scholar
Niemi, P. (2021). Recognition in professional care. Siep, In L., Ikäheimo, H. & Quante, M., Handbuch Anerkennung (pp. 1–7). Wiesbaden, Germany: Springer.Google Scholar
Sardoc, M. (Ed.) (2010). Toleration, respect and recognition in education. Chichester: Wiley Blackwell.Google Scholar
Searle, J. R. (2005). What is an institution? Journal of Institutional Economics, 1, 1–22.Google Scholar
Siep, L., Ikäheimo, H., & Quante, M. (Eds.) (2021). Handbuch Anerkennung [Handbook recognition]. Wiesbaden, Germany: Springer.Google Scholar
Stojanov, K. (2007). Intersubjective recognition and the development of propositional thinking. Journal of Philosophy of Education, 41(1), 75–93.CrossRefGoogle Scholar
Tomasello, M. (2010). Origins of human communication. Cambridge, MA: MIT Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×