Essay on Philosophy and Multiculturalism: Searle, Rorty, and Taylor

However, it should focus on the mainstream culture that is often precedent in classrooms throughout the country. Still opponents hold strong to the notion that multicultural education is detrimental to students in that it breaks the bond that the people in this country have. As Banks pints out “the claim that multicultural education will divide the nation assumes that the nation is already united” (64). Another critic who considers multicultural education as separatist states that “to dwell on cultural differences is to foster negative stereotypes, and that it is human nature to view those who are different as inferior” (Edchange). This statement truly enforces the notion that it is better to fear the unknown rather than learning about it and finding a way to accept it. It also can make students believe that having a superiority attitude about learning about other cultures.

Multicultural education is valid only when the racism that has denied minority cultures is first confronted and studied. The trouble with most attempts at multicultural education is that they lack an anti-racist thrust. In the US multicultural education all too often fails to address questions of racism.

The analysis of knowledge as, “ S knows that p if and only if (i) p, (ii) S believes that p and (iii) S has adequate evidence that p” is subject to a platonic objection for it to be true. Because when “has adequate evidence” does not entail “know of adequate evidence” problems with the analysis arise that defeat its claim of producing knowledge. The problem entails the inability to actively utilize evidence for verification. Verification is necessary, because if not provided no knowledge can be produced.

The transcendent demand for equal cultural representation in America can no longer remain unrecognized. Citizens are infuriated with public school systems, demanding more diversity in the curriculum. Unfortunately, any attempt to expand public knowledge of multiculturalism in the past has always ended with a cry from white privileged cis males falsely claiming multiculturally focused curriculum disparages American literacy. In 1987, with the (somewhat) arrival of cultural representation in education, an English professor by the name of E.D Hirsch Jr. published a list of common cultural vocabulary that he argued every American should recognize. The volume severely lacked diversity, causing Hirsch to receive an overwhelming amount of condemnation for his definition of fundamental American culture. In 2015, a journalist by the name of Eric Liu provided a second attempt to defining common cultural literacy in an article titled What Every American Should Know. Liu suggested expanding Hirsch’s pre-existing common cultural vocabulary with a compilation of influential, multicultural people, places, and events. Once the list has evolved into a canon of diversity, America must then ingrain the vocabulary throughout the educational networkings, developing a true definition of American literacy. Creating such a vast, multifarious list to teach America’s youth is undeniably challenging, however it is most definitely accomplishable and will extremely benefit our nation. Passionately

The opposing positions in Chapter 11 talk about what kind of cultural curriculum should be taught is schools today. One side feels multiculturalism is important to teach students tolerance and compassion. The other side feels we are losing out on the American culture and worry about dividing our society. I will cover in the following paragraphs their views as each side tries to persuade the reader to see their side of this issue. This is a persuasive article by a credible author, with each side using examples and creditable sources to support their views.

McCarson (2008) proposes that seemingly, the single most noteworthy quality of this book is Wlodkowski's recharged center and consideration on differences and multiculturalism. This most recent release really endeavors to incorporate all grown-ups in the mission for learning. The writer's increased social affectability and mindfulness makes this book particularly extraordinary among other motivational writings. "Our accentuation is on making a merging of different thoughts and techniques from which instructors and learners may pick with a specific end goal to bolster the assorted viewpoints and estimations of grown-up learners" (p. 45). The creator most certainly succeeds in this charge towards consideration of all.

In the following paper the deference between a mere true belief and a justified true belief were given. The justified true belief, for a long time was the go to definition for knowledge, however that changed when Gettier came up with counterexamples. This action gave room for other definitions of knowledge to be created, however many of those definitions fail to explain why knowledge is valuable. Nevertheless, the best definition to explain why knowledge is valuable is the virtue

This paper evaluates my gained knowledge of multiculturalism due to multicultural counseling course. Before multicultural counseling, my understanding of multiculturalism was limited due to presenting only selective information. However, throughout my education career, my knowledge and awareness on multiculturalism keep expanding. Multicultural counseling course taught me a tremendous amount about White Supremacy and The Manifest Destiny. Before the course, my understanding about White Supremacy and The Manifest Destiny was narrow due to inaccurate information. Furthermore, Africans in America and The Declaration of Independence documentaries has aided me to make connections of the past to the present. In addition, the class text A Different

The way and how to teach multiculturalism in the classroom is a sensitive topic between the many parties involved. Since multicultural education is primarily a set of beliefs and philosophies (Neito, 1994), it is a very powerful issue especially from socio-political perspectives. Wright (2007) argues that multiculturalism has no pre-given destiny nationally or globally, but is continually being renewed and re-contested by political policy actors from their dominating point of view. The power of the corporate elite demonstrates their need for social in-equality through globalization, for the cheap labor from the poorest countries that accelerate their economic growth. This cycle is what Chosudovsky (2003) calls the 'Globalisation of Poverty".

As discussed in our lecture, when we debated the various positions that Arthur Schlesinger took on in terms of teaching multiculturalism in American schools. He was not wholly against the teaching of multiculturalism, however, he did not advocate for teaching multiculturalism at a young age, when children are sensitive to learning about the identity of themselves and others. He believes that every culture has their own history and their own historical perspective, but he believes that in American society, there is only one way to teach multiculturalism as to make sure that Americans stay unified, and children understand their roles as Americans. Of course, by other scholars, this perspective was to be disputed. By teaching American history through one historical perspective, it can leave out and sugar coat many crucial details about other historical perspectives and overlook the details of struggles of other persons involved and their contribution to American history.

Multiculturalism is clearly illustrated as a positive appreciation of human diversity in any form of education and teaching. It emphasizes in ideologies such as idea, concept, learning movement and process. The goal

It would be difficult to explore the ever-expanding multitude of cultures that exist (and will exist) in one, six-week course; however, many of the assigned readings and films provided a solid foundation to begin my exploration. When reading Takaki’s A Different Mirror, I was able to access brief, but informative, insights into the foundation and development of America’s multiculturalism (and

Now, the justification component of the classical definition of knowledge takes place at the center of recent epistemology. Consequently, various epistemic justification theories as contemporary theories of factual knowledge have been produced with respect to some different classifications of these theories — e.g. internalist theories (foundationalist and coherentist theories), and externalist ones (probabilist and reliabilist theories): While in the former ones justification of belief is internal, in the latter ones, external to the believer's mind/mental life. That is, internal justification of the belief is possible by reflection upon the believer's own conscious state of mind, i.e. upon her internal, doxastic state. In short, the justifiability of her belief is determined by what beliefs she has, and her direct cognitive access to the justification for her belief is required. On the other hand, in externalist justification some important feature of the belief justification is outside the mind of the believer. The externally justifiability of a belief may be a function of the reliability of a belief-forming process, which causes that belief to be a true one, or it may be a function of the probability of the belief. Such factors as reliability, and probability, which play justificatory role, are external, i.e. non-doxastic factors to the believer. She does not have direct access to them, while her beliefs, as being her internal,

By the middle and late 1980’s, other K-12 teachers-turned-scholars provided more scholarship in multicultural education, developing new, deeper frameworks that were grounded in the ideal of equal educational opportunity and a connection between school transformation and social change. Meanwhile, the cultural landscape of the United States continued to become less visibly white Christian and more visibly rich with cultural, racial, ethnic, and religious diversity, underscoring the necessity for everyone to develop a set of skills and knowledge that the present system was failing to provide all students. These included creative and critical thinking skills, intercultural competence, and social and global awareness. The education system was not only plagued by unequal treatment of traditionally oppressed groups, but was also ill-equipped to prepare even the most highly privileged students to competently participate in an increasingly diverse society.

There is a difference among instructing a class in which multiculturalism is the emphasis and joining a fundamental multicultural, comprehensive viewpoint into the classroom environment. Given that "there is no worldwide structure of a multiculturalism development that is faultless for attaining all objectives for all students" (Chamberlin, 2005, p. 26), discovering a method to shape a multicultural basis for sequences across the disciplines may be a better goal for faculty in higher education organizations. Multiculturalism is an idea that cannot be overlooked in today's culture. It is actual, it is connected to the globalization of higher education, and it is going to do nothing but produce in wealth in the future of higher education locations in the United States. Therefore, "it is dangerous that universities and colleges play a leading function in arranging its elements to purpose successfully in a more pluralistic society" (Almarza, 2005, p. 1). With that said, this essay will discuss the pros and cons of teaching multiculturalism in college classrooms.