Educating for good questioning as a democratic skill

Lani Watson

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

This chapter presents a central line of argument in support of educating for good questioning, namely, that doing so advances the aims of democracy and so benefits democratic society. It argues that good questioning aids understanding of democratic processes and institutions. The chapter shows that good questioning facilitates participation in democratic processes and institutions. In order to present the case in support of educating for good questioning as a democratic skill, it draws on two distinct but complementary movements in the philosophy of education: democratic education and skills-based education. The democratic education movement and the skills-based education movement together provide a rich theoretical framework for advancing the case in support of educating for good questioning as a democratic skill. The chapter identifies several distinct contributions that the skill of good questioning makes to democratic society. It highlights the ubiquity and import of questioning in contemporary democracy at both the individual and societal levels.
Original languageEnglish
Title of host publicationThe Routledge Handbook of Social Epistemology
EditorsMiranda Fricker, Peter J. Graham, David Henderson, Nikolaj J. L. L. Pedersen
Place of Publication9781138858510
PublisherRoutledge
Chapter43
Pages437-446
Number of pages10
ISBN (Electronic)9781315717937
DOIs
Publication statusPublished - 2019

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