ABSTRACT

AS WE HAVE SEEN in the chapters in Part Two, many philosophers and philosophers of education today accept the argument that these scholarly fields have in fact been practiced in an exclusionary way, that such exclusion is bad, and therefore that these areas of scholarship ought to open themselves up to hitherto excluded voices. Many of these same philosophers, it seems—especially those who embrace Postmodernism and/or proclaim “the end of philosophy”—deny that that view stands in need of (or enjoys) rational justification. (See, e.g., various essays in Cohen and Dascal [1989] and Baynes, Bohman, and McCarthy [1987].)