This article examines the many traces of John Rawls’ theory of justice in contemporary philosophy of education. Beyond work that directly explores the educational implications of justice as fairness and political liberalism, there are many interesting debates in philosophy of education that make use of Rawlsian concepts to defend views that go well beyond those advocated in justice as fairness. There have also been methodological debates on Rawls’ distinction between ideal and non-ideal theory which concern the proper balance between empirically informed discussion and fruitful normative reflection.
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