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ABSTRACT
In this paper I examine and elaborate on Asha Bhandary’s conception of autonomy, and take up the question of what education for autonomy, thus understood, might require. I argue that educating for autonomy requires educators to impart, to students, an interlocking set of dialogical or relational skills that center responsiveness to the perspectives of others, and that these skills significantly overlap with the skills required for basic education in care.
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No potential conflict of interest was reported by the author(s).
Notes
1. Elsewhere, Bhandary herself makes a similar argument, but instead of treating the teaching of care as comparable to the teaching of ‘specials’, as I do here, she makes the bold (and to my mind persuasive) argument that its inclusion in the curriculum is justified in just the way that the teaching of b asic math skills is justified. (See Bhandary, Citation2018).
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Notes on contributors
Andrea C. Westlund
Andrea C. Westlund is Associate Professor in the Department of Philosophy at Florida State University with research interests in Ethics, Moral Psychology, and Feminist Philosophy. She has published in numerous philosophy journals, symposia, and edited volumes.