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Human rights education and Kant's cr...

Bynum, Gregory Lewis.

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Human rights education and Kant's critical humanism.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Human rights education and Kant's critical humanism./
Author:	Bynum, Gregory Lewis.
Description:	189 p.
Notes:	Adviser: David T. Hansen.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3266544
ISBN:	9780549054948

Human rights education and Kant's critical humanism.
Bynum, Gregory Lewis.

Human rights education and Kant's critical humanism. - 189 p.

Adviser: David T. Hansen.

Thesis (Ph.D.)--Columbia University, 2007.

This dissertation addresses the question of how, in the cause of human-rights-advancing life practices, to hold open the question of what it means to be human. I am concerned to keep that question open especially in the face of established social practices that tend unduly to curtail understandings of human experience, rights, and potential (1) according to conventional and evolving biases that rigidly position either ideational aspects of experience or empirical aspects of experience as paramount, (2) according to prescriptions and practices that are racially and culturally biased and biased against the economically disadvantaged, and (3) according to narrow, gendered prescriptions of "masculine" and "feminine" types of self-understanding, thought, behavior, and relationship. My conceptual framework for addressing this question is derived from Kant's philosophy, and especially from (1) his development of a moral imperative always to respect humanity, whether in oneself or in others, as an end in itself and never as a means only, (2) his rigorous avoidance of rationalist and empiricist extremes of thought, and (3) his presentation of an imperative to responsible attentiveness simultaneously at personal, social, and global levels of moral concern. My central question and Kant-derived framework are employed to examine (1) selected issues in international and cross-cultural human rights thought, political life, and education; (2) aspects of the recent history of African American education rights; and (3) challenges that gender conventions pose to human rights thought and education.

ISBN: 9780549054948Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Human rights education and Kant's critical humanism.
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100 1 $a Bynum, Gregory Lewis. $3 1265129
245 1 0 $a Human rights education and Kant's critical humanism.
300 $a 189 p.
500 $a Adviser: David T. Hansen.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2376.
502 $a Thesis (Ph.D.)--Columbia University, 2007.
520 $a This dissertation addresses the question of how, in the cause of human-rights-advancing life practices, to hold open the question of what it means to be human. I am concerned to keep that question open especially in the face of established social practices that tend unduly to curtail understandings of human experience, rights, and potential (1) according to conventional and evolving biases that rigidly position either ideational aspects of experience or empirical aspects of experience as paramount, (2) according to prescriptions and practices that are racially and culturally biased and biased against the economically disadvantaged, and (3) according to narrow, gendered prescriptions of "masculine" and "feminine" types of self-understanding, thought, behavior, and relationship. My conceptual framework for addressing this question is derived from Kant's philosophy, and especially from (1) his development of a moral imperative always to respect humanity, whether in oneself or in others, as an end in itself and never as a means only, (2) his rigorous avoidance of rationalist and empiricist extremes of thought, and (3) his presentation of an imperative to responsible attentiveness simultaneously at personal, social, and global levels of moral concern. My central question and Kant-derived framework are employed to examine (1) selected issues in international and cross-cultural human rights thought, political life, and education; (2) aspects of the recent history of African American education rights; and (3) challenges that gender conventions pose to human rights thought and education.
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650 4 $a Education, Philosophy of. $3 783746
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