View in EDS HTML Full Text PDF Full Text

The Logic of Deferral: Educational Aims and Intellectual Disability.

Saved in:
Bibliographic Details
Title: The Logic of Deferral: Educational Aims and Intellectual Disability.
Authors: Taylor, Ashley1 ataylor1@colgate.edu
Source: Studies in Philosophy & Education. May2018, Vol. 37 Issue 3, p265-285. 21p.
Subject Terms: *Intellectual disabilities, *Students with disabilities, *Curriculum, *Children, *Education, *Social conditions of students, Adaptability (Personality), Philosophers
Abstract: The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to acknowledge and embrace differences in ability leaves open the question of the extent to which students with intellectual disabilities are subject to the same aims as their “typically-developing” peers. In articulating and defending valued aims of education, educational philosophers tacitly or expressly concede that particular aims will be ill suited to many children with intellectual disabilities, and that separate aims will therefore apply to them. This paper evaluates the philosophical reasoning behind this conclusion that some people, by necessity, must be governed by separate educational aims, to be decided separately and secondarily. The author calls this the “deferral stance.” First, the paper outlines concerns about a particular ability-biased social and epistemic context in which theorizing about educational aims takes place. The author then examines assumptions that underpin the logic of deferral, arguing that the logic proves flawed when subjected to conceptual and empirical scrutiny. The paper concludes by outlining an inclusive approach—the affirmative stance—to theorizing about educational aims that resists the logic of exclusion and deferral. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Philosophy & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 128889002
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Logic of Deferral: Educational Aims and Intellectual Disability.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Taylor%2C+Ashley%22">Taylor, Ashley</searchLink><relatesTo>1</relatesTo><i> ataylor1@colgate.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Studies+in+Philosophy+%26+Education%22">Studies in Philosophy & Education</searchLink>. May2018, Vol. 37 Issue 3, p265-285. 21p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+conditions+of+students%22">Social conditions of students</searchLink><br /><searchLink fieldCode="DE" term="%22Adaptability+%28Personality%29%22">Adaptability (Personality)</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophers%22">Philosophers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to acknowledge and embrace differences in ability leaves open the question of the extent to which students with intellectual disabilities are subject to the same aims as their “typically-developing” peers. In articulating and defending valued aims of education, educational philosophers tacitly or expressly concede that particular aims will be ill suited to many children with intellectual disabilities, and that separate aims will therefore apply to them. This paper evaluates the philosophical reasoning behind this conclusion that some people, by necessity, must be governed by separate educational aims, to be decided separately and secondarily. The author calls this the “deferral stance.” First, the paper outlines concerns about a particular ability-biased social and epistemic context in which theorizing about educational aims takes place. The author then examines assumptions that underpin the logic of deferral, arguing that the logic proves flawed when subjected to conceptual and empirical scrutiny. The paper concludes by outlining an inclusive approach—the affirmative stance—to theorizing about educational aims that resists the logic of exclusion and deferral. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Studies in Philosophy & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=128889002
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11217-017-9595-y
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 265
    Subjects:
      – SubjectFull: Intellectual disabilities
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Education
        Type: general
      – SubjectFull: Social conditions of students
        Type: general
      – SubjectFull: Adaptability (Personality)
        Type: general
      – SubjectFull: Philosophers
        Type: general
    Titles:
      – TitleFull: The Logic of Deferral: Educational Aims and Intellectual Disability.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Taylor, Ashley
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May2018
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 00393746
          Numbering:
            – Type: volume
              Value: 37
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Studies in Philosophy & Education
              Type: main
ResultId 1