ABSTRACT

The concept of human dignity arguably has great relevance to education as it is mentioned in several human rights and education policy documents on the national and international level, providing their moral justification. However, when the concept is discussed within philosophical research, it is often seen as consisting of two different conceptions – intrinsic dignity and attributed dignity. The paper seeks to challenge this binary through a reconstructive interpretation of Martha Nussbaum’s conception of dignity, proposing inflorescent dignity, as a more fully fledged way of understanding dignity and how it relates to education. Through use of a fictional example, I argue that inflorescent dignity, grounded in intrinsic dignity, has relevance to education because it gives rise to moral, relational, and thus pedagogical, demands on education to be primarily focused on human flourishing as well as the acknowledgement of human actuality and potential, and for this to permeate all levels of education.

摘要

人的尊严的概念可以说与教育有很大的相关性，因为它在国家和国际层面的一些人权和教育政策文件中被提及，为其提供了道德理由。然而，当在哲学研究中讨论这个概念时，它通常被视为由两个不同的概念组成——内在尊严和归属尊严。这篇论文试图通过对玛莎·努斯鲍姆的尊严概念的重构性解释来挑战这种二元论，提出花序尊严，作为一种更成熟的方式来理解尊严及其与教育的关系。通过使用一个虚构的例子，我认为植根于内在尊严的花序尊严与教育相关，因为它产生了道德、关系以及教学方面的要求，要求教育主要关注人类的繁荣以及承认人的现实和潜力，并为此渗透到各级教育中。