Paul Hirst, education and epistemic injustice

In this paper I individuate and analyse a new type of epistemic injustice that can arise in education and depends on the so-called ‘backtracking fallacy’ in student assessment, which occurs when a teacher confuses (or does not distinguish between) the logical dimension of a framework of disciplinary...

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Bibliographic Details
Published in:Journal of philosophy of education 2023-05, Vol.57 (1), p.77-90
Main Author: Marabini, Alessia
Format: Article
Language:English
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Summary:In this paper I individuate and analyse a new type of epistemic injustice that can arise in education and depends on the so-called ‘backtracking fallacy’ in student assessment, which occurs when a teacher confuses (or does not distinguish between) the logical dimension of a framework of disciplinary concepts and its psychological dimension. I will also touch upon a different type of social injustice that might transpire in education. I suggest that familiarity with Paul Hirst's view of liberal education, which presupposes a neat distinction between public framework of knowledge and the psychological process of gradually learning it, can contribute to prevent or reduce both forms of injustice.
ISSN:0309-8249
1467-9752
DOI:10.1093/jopedu/qhac004