Multicultural education and objectivity
Subtitle: the role of epistemological presuppositions.
Published: 2004
Language: eng
Number of pages: 101
Subjects: Multicultural education -- Philosophy.; Knowledge, Theory of.
Description: This thesis examines the role that epistemological presuppositions have in influencing conceptions of objectivity and how these in turn impact the goal of multicultural education. It argues that whether objectivity is antithetical to multicultural education is a function of the implicit epistemological presuppositions that underlie specific understandings of objectivity. This thesis illustrates this point by showing how one family of epistemological presuppositions underlies a conception of objectivity that is antithetical to multicultural education. Chapter One deals with the concept of objectivity and argues for a distinction between epistemic and phenomenal senses of the term. Chapter Two explains the concept of epistemological presuppositions and provides an example of one family of presuppositions that is represented by Plato and Harvey Siegel. Chapter Three shows how Plato's and Siegel's epistemological presuppositions lead to a conception of objectivity that conflates its epistemic and phenomenal senses and as a result is antithetical to multicultural education.
Notes: Adviser:  Dwight Boyd.

Thesis (M.A.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Masters Abstracts International, Volume: 42-06, page: 1951.

MICR copy on microfiche (2 microfiches).