Working Without Shame in International Educational Development? From Consequentialism to Casuistry.
Duration: 1 hour 31 mins
Share this media item:
Embed this media item:
Embed this media item:
About this item
| Description: | The paper sets out to consider the opinion which, at its bluntest, suggests that one should not work (in educational development) in a country which does not respect the principles of a liberal democracy, which has a poor reputation in terms of human rights and or has an autocratic government. The paper argues that such an opinion must rest on some sort of consequentialist balance sheet of the actual and anticipated consequences of committing to such work or declining to do so – and this takes it into some of the problems of applying such an equation. The paper also invites caution in the assessments that westerners make of countries portrayed as a ‘undemocratic’ and the importance of taking into account, for example, history, trajectory and context. |
|---|
| Created: | 2015-04-09 08:48 | ||
|---|---|---|---|
| Collection: | Kazakhstan programme open seminar series | ||
| Publisher: | University of Cambridge | ||
| Copyright: | David Bridges | ||
| Language: | eng (English) | ||
| Keywords: | Liberal Democracy; Human Rights; Consequentialism; Ethical Assessment; Casuistry; Phronesis; David Bridges; | ||
| Credits: |
|
||
| Abstract: | Both lines of argument point towards the importance to any ethical assessment not only of principle but also to of all sorts of contextual information, to the importance of looking in detail at the particular case. It is this approach that takes the argument in the direction of casuistry (in the neutral rather than the disparaging sense) and finally to phronesis, the kind of practical wisdom that one needs to bring to bear to such judgements.
David Bridges is Director of Research of the Kazakhstan Programme at the Faculty of Education. Through the last 25 years Professor Bridges has combined regional and national commitments with an extensive programme of international work. This has included work in Ethiopia (for the last 25 years), Belize, Guyana, South Africa, Zimbabwe, Ghana, Lithuania, Vietnam, Iran and, currently, Kazakhstan and Mongolia. His current work is focussed on educational development in Kazakhstan and Mongolia in a major collaboration with Cambridge International Assessment. |
|---|---|