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Living with Moral Disagreement : The Enduring Controversy about Affirmative Action.
・ISBN 978-0-226-34424-9 cloth US$ 99.00
￥23,195.- (税込) ※（※）価格はご注文時の参考価格となります。
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お気に入り
★★★
・ISBN 978-0-226-34438-6 paper US$ 29.00
￥6,794.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-0-226-34441-6
| 著者・編者 | Moses, Michele S., |
|---|---|
| 出版社 | (U. Chicago Pr., US) |
| 出版年月 | 2016 |
| ページ数 | 144 pp. |
| 言語 | ENG |
| ニュース番号 | ＜631-L1952＞ |
解説
How to handle affirmative action is one of the most intractable policy problems of our era, touching on controversial issues such as race-consciousness and social justice. Much has been written both for and against affirmative action policies-especially within the realm of educational opportunity. In this book, philosopher Michele S. Moses offers a crucial new pathway for thinking about the debate surrounding educational affirmative action, one that holds up the debate itself as an important emblem of the democratic process.
Central to Moses's analysis is the argument that we need to understand disagreements about affirmative action as inherently moral, products of conflicts between deeply held beliefs that shape differing opinions on what justice requires of education policy. As she shows, differing opinions on affirmative action result from different conceptual values, for instance, between being treated equally and being treated as an equal or between seeing race-consciousness as a pernicious political force or as a necessary variable in political equality. As Moses shows, although moral disagreements about race-conscious policies and similar issues are often seen as symptoms of dysfunctional politics, they in fact create rich opportunities for discussions about diversity that nourish democratic thought and life.
Central to Moses's analysis is the argument that we need to understand disagreements about affirmative action as inherently moral, products of conflicts between deeply held beliefs that shape differing opinions on what justice requires of education policy. As she shows, differing opinions on affirmative action result from different conceptual values, for instance, between being treated equally and being treated as an equal or between seeing race-consciousness as a pernicious political force or as a necessary variable in political equality. As Moses shows, although moral disagreements about race-conscious policies and similar issues are often seen as symptoms of dysfunctional politics, they in fact create rich opportunities for discussions about diversity that nourish democratic thought and life.