This Book Is intended for general readers interested in theoretical and practical problems revolving around multiculturalism and education. Most, if not all, philosophical debates come down to the fundamental conflict between cocneptions of goods and rights. Current debates about multiculturalism and pluralism, especially in the area of education, often pit the goods of communities against rights-claims of other groups or individuals, which leads to an impasse. The author's alternative starting point for ethics allows us to view these conflicts in a new light and thus bring new changes for insightful resolutions. Chapter 1 poses the problem. Chapter 2 begins the philosophical heart of the book with an appropriation of Aristotle's moral theory as a framework to consider ethics in a multicultural context. This re-reading of Aristotle is accomplished in large part with the aid of the philosophical hermeneutics of Gadamer. His general theory of understanding and his reading of Aristotie are covered in Chapter 3. Chapter 4 highlights the dialogical virtues of humility, charity and courage and Chapter 5 provides a perspective on education that is based on the ethical theory previously developed. Chapter 6 applies the author's ethical and educational positions to contemporary education, specifically those having to do with diversity and multiculturalism.

This Book Is intended for general readers interested in theoretical and practical problems revolving around multiculturalism and education. Most, if not all, philosophical debates come down to the fundamental conflict between cocneptions of goods and rights. Current debates about multiculturalism and pluralism, especially in the area of education, often pit the goods of communities against rights-claims of other groups or individuals, which leads to an impasse. The author's alternative starting point for ethics allows us to view these conflicts in a new light and thus bring new changes for insightful resolutions. Chapter 1 poses the problem. Chapter 2 begins the philosophical heart of the book with an appropriation of Aristotle's moral theory as a framework to consider ethics in a multicultural context. This re-reading of Aristotle is accomplished in large part with the aid of the philosophical hermeneutics of Gadamer. His general theory of understanding and his reading of Aristotie are covered in Chapter 3. Chapter 4 highlights the dialogical virtues of humility, charity and courage and Chapter 5 provides a perspective on education that is based on the ethical theory previously developed. Chapter 6 applies the author's ethical and educational positions to contemporary education, specifically those having to do with diversity and multiculturalism.

This Book Is intended for general readers interested in theoretical and practical problems revolving around multiculturalism and education. Most, if not all, philosophical debates come down to the fundamental conflict between cocneptions of goods and rights. Current debates about multiculturalism and pluralism, especially in the area of education, often pit the goods of communities against rights-claims of other groups or individuals, which leads to an impasse. The author's alternative starting point for ethics allows us to view these conflicts in a new light and thus bring new changes for insightful resolutions. Chapter 1 poses the problem. Chapter 2 begins the philosophical heart of the book with an appropriation of Aristotle's moral theory as a framework to consider ethics in a multicultural context. This re-reading of Aristotle is accomplished in large part with the aid of the philosophical hermeneutics of Gadamer. His general theory of understanding and his reading of Aristotie are covered in Chapter 3. Chapter 4 highlights the dialogical virtues of humility, charity and courage and Chapter 5 provides a perspective on education that is based on the ethical theory previously developed. Chapter 6 applies the author's ethical and educational positions to contemporary education, specifically those having to do with diversity and multiculturalism.