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Relational Reason, Morals and Sociality


Edited By Elżbieta Hałas and Aleksander Manterys

Relational sociology draws attention to non-utilitarian aspects of sociality that reach beyond instrumental rationality, and presents the problem of relational reason. Shaping a civil society under cultural plurality requires reflection upon relational rationality. This book focuses on relational goods as an emergent effect of social relations, focusing on the issue of good life and the Good Society.

The relational approach involves viewing social relations neither as an expression of the system nor as an individual action, but as a human reality in its own right, based on reciprocity.

The authors explore the moral dimensions of sociality in various areas of social life. The aim is to enrich the understanding of relationality and of the significance of the relational theory of society.

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Michał Federowicz: Relational Good(s) and Technology in Education


Michał Federowicz

Relational Good(s) and Technology in Education1

Abstract: Education systems do not prepare students for, and themselves are not prepared for, dealing with uncertainty over the future. Addressing this issue, the chapter draws on Donati’s concept of relational good to interpret empirical findings, including PISA studies, and introduces new concepts of micro-relations and relational experience to fine-tune a diagnosis of the problem within contemporary education. Bourdieu’s symbolic violence is evoked showing the power dimension intrinsic to formal education, and how it prevents emergence of the relational goods essential for learning. The concept of horizon from Klaus Held’s phenomenology of the political world is considered in the search for possible solutions.

Keywords: education, PISA studies, relational goods, technology, uncertainty

Introduction. Come Back of the Problem with Education

By the end of the twentieth century, education sparked international debates once again. They continue till this very day without any clear sense of direction of how to approach the substantial change, which is needed in education systems, a change that would succeed in addressing the uncertainty of what the future holds and would prepare future generations for this uncertainty. Being prepared to cope with uncertainty is pivotal in provoking our new understanding of educational outcomes and of eventually reshaping contemporary and future education systems. So far, partial reforms have prevailed, comfortably seated in ←169 | 170→the “certainty” of the imaginaries2 backing modern mass education. This is an increasingly deluded certainty. The...

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