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Evaluating cultures: the instrumentalism, pluralist perfectionism, and particularism of John Gray

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Evaluating cultures : the instrumentalism, pluralist perfectionism, and particularism of John Gray. / Johnson, Matthew Thomas.

In: Educational Philosophy and Theory, Vol. 62, No. 5, 10.2012, p. 553-572.

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@article{443b5acea7244ccda43aa1103eaa3c42,
title = "Evaluating cultures: the instrumentalism, pluralist perfectionism, and particularism of John Gray",
abstract = "In this article, Matthew Johnson examines the possibility of using elements of John Gray's work to advance a means of evaluating cultures, in order to inform the development of pluralist perfectionist forms of public policy and, in particular, educational programs. Johnson engages critically with elements of Gray's value pluralism, such as his understanding of the objectivity and universality in human values, needs, and well-being; determinacy of circumstance; and particularity with regard to the selection of values. These elements support an instrumental account of culture in which a group's choice of values is assessed according to their contribution to well-being. Johnson then considers the potential conflict between pluralism and perfectionism in the development of education systems in heterogeneous societies, highlighting the harms inflicted on the identity, meaning, and security of particular groups by attempts to promote well-being. Johnson concludes the article with an exploration of possible means of minimizing harm through pragmatic engagement with identity and circumstance.",
author = "Johnson, {Matthew Thomas}",
year = "2012",
month = oct
doi = "10.1111/j.1741-5446.2012.00462.x",
language = "English",
volume = "62",
pages = "553--572",
journal = "Educational Philosophy and Theory",
issn = "0013-1857",
publisher = "Wiley-Blackwell",
number = "5",

}

RIS

TY - JOUR

T1 - Evaluating cultures

T2 - the instrumentalism, pluralist perfectionism, and particularism of John Gray

AU - Johnson, Matthew Thomas

PY - 2012/10

Y1 - 2012/10

N2 - In this article, Matthew Johnson examines the possibility of using elements of John Gray's work to advance a means of evaluating cultures, in order to inform the development of pluralist perfectionist forms of public policy and, in particular, educational programs. Johnson engages critically with elements of Gray's value pluralism, such as his understanding of the objectivity and universality in human values, needs, and well-being; determinacy of circumstance; and particularity with regard to the selection of values. These elements support an instrumental account of culture in which a group's choice of values is assessed according to their contribution to well-being. Johnson then considers the potential conflict between pluralism and perfectionism in the development of education systems in heterogeneous societies, highlighting the harms inflicted on the identity, meaning, and security of particular groups by attempts to promote well-being. Johnson concludes the article with an exploration of possible means of minimizing harm through pragmatic engagement with identity and circumstance.

AB - In this article, Matthew Johnson examines the possibility of using elements of John Gray's work to advance a means of evaluating cultures, in order to inform the development of pluralist perfectionist forms of public policy and, in particular, educational programs. Johnson engages critically with elements of Gray's value pluralism, such as his understanding of the objectivity and universality in human values, needs, and well-being; determinacy of circumstance; and particularity with regard to the selection of values. These elements support an instrumental account of culture in which a group's choice of values is assessed according to their contribution to well-being. Johnson then considers the potential conflict between pluralism and perfectionism in the development of education systems in heterogeneous societies, highlighting the harms inflicted on the identity, meaning, and security of particular groups by attempts to promote well-being. Johnson concludes the article with an exploration of possible means of minimizing harm through pragmatic engagement with identity and circumstance.

U2 - 10.1111/j.1741-5446.2012.00462.x

DO - 10.1111/j.1741-5446.2012.00462.x

M3 - Journal article

VL - 62

SP - 553

EP - 572

JO - Educational Philosophy and Theory

JF - Educational Philosophy and Theory

SN - 0013-1857

IS - 5

ER -