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Papers by Jenn Dum

Philosophy of Education 2018 , 2019

In this article, I argue that education, which here I use interchangeably with formal education, ... more In this article, I argue that education, which here I use interchangeably with formal education, is a social practice in which relational goods are realized. The relational normative standards that pertain to educational relationships and the institutional conditions of such relationships cannot be subsumed under comparative standards of distribution as part of a distributive account of educational justice. Furthermore, given that relational educational goods are a function of the social aims of education, the internal educational process, and the structural position of education, an account of educational justice must be attentive to the irreducibility and interrelation of extrinsic, intrinsic, and structural educational injustices.

Hegel Bulletin, 2017

The accounts of social freedom offered by G. W. F. Hegel and Axel Honneth identify the normative ... more The accounts of social freedom offered by G. W. F. Hegel and Axel Honneth identify the normative demands on social institutions and explain how individual freedom is realized through rational participation in such institutions. While both offer normative reconstructions of the market economy, public sphere and family, they both derive the norms of educational institutions from education’s role in preparing people for participation in other institutions. We argue that this represents a significant defect in their accounts of social freedom because they both fail to account for the distinctive aims and norms of education. Only educational institutions bring individuals into a both shared and autonomous standpoint necessary for participation in social life. We thus argue both that Hegel’s and Honneth ’s accounts are empirically inadequate and that they neglect the normative demands on schools to contribute to individual moral and intellectual development.

Many principles characterize educational justice in terms of the relationship between educational... more Many principles characterize educational justice in terms
of the relationship between educational inputs, outputs
and distributive standards. Such principles depend upon
the causal pathway view of education. It is implicit in this
view that the causally effective aspects of education can
be understood as separate from the normative aspects of
education. Yet this view relies on an impossible division of
labor between empirical and normative work in educational
research: it treats the causal roles that are understood and
explained objectively through empirical research as separate
from the normative theorizing that informs the assessment
of particular policies and practices. Such principles therefore
rely on unreliable causal claims and are unable to make
prescriptions about practices even according to their own
conceptions of justice. Furthermore, such principles obscure
other relevant considerations of justice that pertain to the
internal processes of education and the structural relation of
education to external social conditions.

The social value of educational institutions must be captured by any adequate conceptualization o... more The social value of educational institutions must be captured by any adequate conceptualization of the human right to education. Society as a whole is benefited by formal education because of its intersection with other social goals like literacy, political engagement, equality, and in particular, good health. In this sense, the social value is importantly aspirational: education provides a place where meaningful political action can occur and is socially valuable as a way to overcome oppression in a society. Including this social value as part of what the human right protects offers distinct advantages for our understanding of children’s human right to education, as well. It addresses the challenge of conceptualizing how the human right to education is applicable in cases of child poverty and social insecurity. It also provides theoretical resources to address social conflict that results from providing formal schooling, including tension between children and guardians regarding children’s education.

Research Institutes by Jenn Dum

Developing a paper for the Graduate Institute in Philosophy of Education June 13-24, 2016 Sponsor... more Developing a paper for the Graduate Institute in Philosophy of Education
June 13-24, 2016
Sponsored by the Center for Ethics and Education
University of Wisconsin-Madison

Conference Presentations by Jenn Dum

This is a working paper for the 2019 Workshop in Philosophy and Poverty: Gender and Poverty, at t... more This is a working paper for the 2019 Workshop in Philosophy and Poverty: Gender and Poverty, at the Centre for Ethics and Poverty Research in Salzburg, Austria

Paper Presentation. Annual Meeting of the Philosophy of Education Society of North America/North ... more Paper Presentation. Annual Meeting of the Philosophy of Education Society of North America/North American Association for Philosophy and Education, October 28th, 2018. University of St. Mary of the Lake, Mundelein, IL.

34th International Social Philosophy Conference: Justice: Social, Criminal, Juvenile. July 2017 (... more 34th International Social Philosophy Conference: Justice: Social, Criminal, Juvenile. July 2017 (forthcoming). Loyola University, Chicago, IL.

24th Annual Meeting of the Critical Theory Round Table November 11th - 13th, 2016 Penn State Uni... more 24th Annual Meeting of the Critical Theory Round Table
November 11th - 13th, 2016
Penn State University
University Park, PA

Forthcoming at The 2016 Annual International Social Philosophy Conference, North American Society... more Forthcoming at The 2016 Annual International Social Philosophy Conference, North American Society for Social Philosophy, July 21-23, 2016 at Carleton University in Ottawa, Ontario.

Awards by Jenn Dum

The Award for Excellence in Research honors the important contributions graduate students make to... more The Award for Excellence in Research honors the important contributions graduate students make to research at the University and the wide variety of approaches they take to the advancement of knowledge. Awards are given once a year to 10 – 15 graduate students who have been nominated by their department and selected by a panel consisting of faculty and a representative of the Graduate School. Nominations are invited from all graduate programs and each program may nominate only 2 graduate students per year.
(www.binghamton.edu/grad-school/resources/support-success/graduate-student-excellence-awards.html)

The Award for Excellence in Teaching honors graduate teaching assistants and instructors of recor... more The Award for Excellence in Teaching honors graduate teaching assistants and instructors of record who have demonstrated exceptional service to Binghamton University’s undergraduates. Awards are given once a year to 10-15 graduate students who have been nominated by their department and selected by a panel consisting of faculty and a representative of the Graduate School. Nominations are invited from all graduate programs and each program may nominate only 2 graduate students per year.
(www.binghamton.edu/grad-school/resources/support-success/graduate-student-excellence-awards.html)

Philosophy of Education 2018 , 2019

In this article, I argue that education, which here I use interchangeably with formal education, ... more In this article, I argue that education, which here I use interchangeably with formal education, is a social practice in which relational goods are realized. The relational normative standards that pertain to educational relationships and the institutional conditions of such relationships cannot be subsumed under comparative standards of distribution as part of a distributive account of educational justice. Furthermore, given that relational educational goods are a function of the social aims of education, the internal educational process, and the structural position of education, an account of educational justice must be attentive to the irreducibility and interrelation of extrinsic, intrinsic, and structural educational injustices.

Hegel Bulletin, 2017

The accounts of social freedom offered by G. W. F. Hegel and Axel Honneth identify the normative ... more The accounts of social freedom offered by G. W. F. Hegel and Axel Honneth identify the normative demands on social institutions and explain how individual freedom is realized through rational participation in such institutions. While both offer normative reconstructions of the market economy, public sphere and family, they both derive the norms of educational institutions from education’s role in preparing people for participation in other institutions. We argue that this represents a significant defect in their accounts of social freedom because they both fail to account for the distinctive aims and norms of education. Only educational institutions bring individuals into a both shared and autonomous standpoint necessary for participation in social life. We thus argue both that Hegel’s and Honneth ’s accounts are empirically inadequate and that they neglect the normative demands on schools to contribute to individual moral and intellectual development.

Many principles characterize educational justice in terms of the relationship between educational... more Many principles characterize educational justice in terms
of the relationship between educational inputs, outputs
and distributive standards. Such principles depend upon
the causal pathway view of education. It is implicit in this
view that the causally effective aspects of education can
be understood as separate from the normative aspects of
education. Yet this view relies on an impossible division of
labor between empirical and normative work in educational
research: it treats the causal roles that are understood and
explained objectively through empirical research as separate
from the normative theorizing that informs the assessment
of particular policies and practices. Such principles therefore
rely on unreliable causal claims and are unable to make
prescriptions about practices even according to their own
conceptions of justice. Furthermore, such principles obscure
other relevant considerations of justice that pertain to the
internal processes of education and the structural relation of
education to external social conditions.

The social value of educational institutions must be captured by any adequate conceptualization o... more The social value of educational institutions must be captured by any adequate conceptualization of the human right to education. Society as a whole is benefited by formal education because of its intersection with other social goals like literacy, political engagement, equality, and in particular, good health. In this sense, the social value is importantly aspirational: education provides a place where meaningful political action can occur and is socially valuable as a way to overcome oppression in a society. Including this social value as part of what the human right protects offers distinct advantages for our understanding of children’s human right to education, as well. It addresses the challenge of conceptualizing how the human right to education is applicable in cases of child poverty and social insecurity. It also provides theoretical resources to address social conflict that results from providing formal schooling, including tension between children and guardians regarding children’s education.

Developing a paper for the Graduate Institute in Philosophy of Education June 13-24, 2016 Sponsor... more Developing a paper for the Graduate Institute in Philosophy of Education
June 13-24, 2016
Sponsored by the Center for Ethics and Education
University of Wisconsin-Madison

This is a working paper for the 2019 Workshop in Philosophy and Poverty: Gender and Poverty, at t... more This is a working paper for the 2019 Workshop in Philosophy and Poverty: Gender and Poverty, at the Centre for Ethics and Poverty Research in Salzburg, Austria

Paper Presentation. Annual Meeting of the Philosophy of Education Society of North America/North ... more Paper Presentation. Annual Meeting of the Philosophy of Education Society of North America/North American Association for Philosophy and Education, October 28th, 2018. University of St. Mary of the Lake, Mundelein, IL.

34th International Social Philosophy Conference: Justice: Social, Criminal, Juvenile. July 2017 (... more 34th International Social Philosophy Conference: Justice: Social, Criminal, Juvenile. July 2017 (forthcoming). Loyola University, Chicago, IL.

24th Annual Meeting of the Critical Theory Round Table November 11th - 13th, 2016 Penn State Uni... more 24th Annual Meeting of the Critical Theory Round Table
November 11th - 13th, 2016
Penn State University
University Park, PA

Forthcoming at The 2016 Annual International Social Philosophy Conference, North American Society... more Forthcoming at The 2016 Annual International Social Philosophy Conference, North American Society for Social Philosophy, July 21-23, 2016 at Carleton University in Ottawa, Ontario.

The Award for Excellence in Research honors the important contributions graduate students make to... more The Award for Excellence in Research honors the important contributions graduate students make to research at the University and the wide variety of approaches they take to the advancement of knowledge. Awards are given once a year to 10 – 15 graduate students who have been nominated by their department and selected by a panel consisting of faculty and a representative of the Graduate School. Nominations are invited from all graduate programs and each program may nominate only 2 graduate students per year.
(www.binghamton.edu/grad-school/resources/support-success/graduate-student-excellence-awards.html)

The Award for Excellence in Teaching honors graduate teaching assistants and instructors of recor... more The Award for Excellence in Teaching honors graduate teaching assistants and instructors of record who have demonstrated exceptional service to Binghamton University’s undergraduates. Awards are given once a year to 10-15 graduate students who have been nominated by their department and selected by a panel consisting of faculty and a representative of the Graduate School. Nominations are invited from all graduate programs and each program may nominate only 2 graduate students per year.
(www.binghamton.edu/grad-school/resources/support-success/graduate-student-excellence-awards.html)