Thinking through a dialogical and non-relativistic education in human rights: The contribution of Lipman and Sharp’s theoretical ambitions in light of the ethics of care
The purpose of this article is to present how Lipman and Sharp’s pedagogical model could shed some light on the conditions for the possibility of a human rights education that would be more respectful of the pluralism existing within human societies. To this end, it appears essential to revisit the ethics of care given that, due to its pragmatist philosophical origin, this ethics offers up a theoretical reflection on the epistemological and ethical foundations of an education promoting epistemic pluralism. We will ponder to what extent Lipman and Sharp’s community of philosophical inquiry can implement an educational practice of care, which is itself a condition for the possibility of a dialogical and non-relativistic education, responding in part to the issues raised by the desire to promote a pluralist education in human rights.