Rationality or Sentimentality? Rorty’s Conception of Human Rights and its Educational Implications

Author: Ruyu Hung(Department of Education, National Chiayi University)

Vol.&No.：Vol. 50, No. 2
Date：October 2005
Pages：55-68
DOI：10.3966/2073753X2005105002004

Abstract：

This paper aims at clarifying Rorty’s conception of human rights and education. To do this it examines Rorty’s critique of traditional philosophy, his political thought and the related dispute about human rights. The paper will make clear the power of Rorty’s insights on education, especially his substitution of the “sentimental” approach for the traditional “rational” one. From Rorty’s view, the goal for education to build a human rights culture is not via more reasoning or knowing, but via sympathy and compassion for more people who could have been taken as “others” or “aliens” or “strangers.” In other words, the more people we care, the more people’s human rights are highlighted and thus respected and promoted. That is the reason why the Rortian educators need to put more stress on the cultivation of pupil’s sentimentality than rationality although the latter has been seen as the center of the conventional education.

Keywords：human rights, ironic liberalism, pragmatism, sentimental education

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