FOR THEIR CONSTRUCTIVE CRITICISMS of earlier versions of this article, I am grateful to Professor David Hansen and to participants in the June 2005 “Human Rights Education Conference: Theoretical and Practical Considerations for the Twenty-First Century,” at Roehampton University, London, England.
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KANT'S CONCEPTION OF RESPECT AND AFRICAN AMERICAN EDUCATION RIGHTS
Article first published online: 19 APR 2011
DOI: 10.1111/j.1741-5446.2011.00389.x
© 2011 Board of Trustees | University of Illinois
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How to Cite
Bynum, G. L. (2011), KANT'S CONCEPTION OF RESPECT AND AFRICAN AMERICAN EDUCATION RIGHTS. Educational Theory, 61: 17–40. doi: 10.1111/j.1741-5446.2011.00389.x
Publication History
- Issue published online: 19 APR 2011
- Article first published online: 19 APR 2011
Immanuel Kant envisioned a kind of respect in which one recognizes each human (1) as being not fully comprehensible by any human understanding, (2) as being an end in him- or herself, and (3) as being a potential source of moral law. In this essay, Gregory Lewis Bynum uses this conception of respect as a lens with which to examine African American education rights on three levels: the individual level (the level of individual persons' moral experience and moral significance), the community level (the level of the formation and sustaining of social groups that have value for humanity), and the global level (the level of a universal community of humanity). Bynum's goal in this examination is to strengthen our practical understanding of African Americans' right to education defined, in accordance with international human rights documents, as the right to an education that supports the full development of the human personality in a manner that respects students' “cultural identity, language, and values.”