This article brings interconnects three debates to show what this might imply for the ‘redemocratisation’ of UK society and for pedagogical reform. One debate concerns deliberative types of democratic reform, arguing in favour of a ‘creative agnosticism’ towards the two philosophical frameworks which dominate this literature. This leads into a discussion of education and critical rationality, arguing for an aptitude-based account of moral agency, one which relates to the sociocultural resources we inherit from the past. The final debate therefore concerns (...) social memory. I do not offer a theory of social memory but critique various commentators in arguing for what I call a ‘multipolar analysis’. This both describes the analytical method adopted in this article and the skills and capacities which a system based upon ‘education for discourse’ would need to facilitate. The article therefore proposes that democracy, education and memory—deliberativeness, critical rationality and social remembering—be brought closer together for the mutual benefit of each debate. (shrink)

Overview of the main issues about value pluralism.

This article makes three main claims: (1) that the philosophy of Ludwig Wittgenstein, properly understood, has no normative or political implications whatsoever; (2) that scholars with otherwise dramatically conflicting interpretations of Wittgenstein should nonetheless all agree with this conclusion; and (3) that understanding the (non-) implications of Wittgenstein’s philosophy helps to answer the two motivating questions of the literature on value pluralism — whether values are (or can be) plural (yes), and whether value pluralism leads to, requires, or reveals some (...) particular normative or political response (no). (shrink)