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This article examines whether autonomy as an educational aim should be defended at the global scale. It begins by identifying the normative issues at stake in global autonomy education by distinguishing them from the problems of autonomy education in multicultural nation-states. The article then explains why a planet-wide expansion of the ideal of autonomy is conceivable on the condition that the concept of autonomy is widened in a way that renders its precise meaning flexibly adjustable to a variety of distinct social and cultural contexts. A context-transcendent, core meaning of autonomy remains in place, however, according to which a person is only autonomous if she relates to the values and goals that direct her life in a way so that she sees them as her own and is able to identify and critically assess her principal reasons for action. Finally, the article addresses two challenges to the global expansion of autonomy education: the objection that autonomy is presently not the most important educational aim and the objection that global autonomy education is a form of cultural imperialism. It finds both objections wanting.
Habermas defensa en aquest escrit l’existència d’un nexe intern entre l’Estat de dret i lademocràcia. Aquest nexe sorgeix del concepte modern de dret i del fet que el dret positiuja no pot legitimar-se a partir d’un dret d’ordre superior. Així doncs, el dret es legitima apartir de l’autonomia que tot ciutadà té garantida, de tal manera que l’autonomia pública ila privada es pressuposen mútuament. Aquest nexe es fa visible en la dialèctica entre la concepcióliberal del dret i el paradigma jurídic de l’Estat social, dialèctica que fa necessària unaautocomprensió procedimental de l’Estat democràtic de dret. Finalment aquest nou paradigmajurídic procedimental és exemplificat a partir de les polítiques feministes d’emancipació.
Liberals are concerned with the equal moral status of all human beings. This article discusses what flows from this premise for moral cosmopolitans when analysing temporary foreign worker programs for low-skilled workers. Some have hailed these programs as a tool to achieve redistributive global goals. However, I argue that in the example of Live-In-Caregivers in Canada, the morally most problematic aspect is that it provokes vulnerability of individual workers. Once in a situation of vulnerability, important conditions of individual autonomy are jeopardized. Even if these programs provide for redistribution of opportunities on a global scale, the challenge such programs pose to the conditions of autonomy can not outweigh these gains. Instead, they need to be re-assessed and changed to fundamentally express equal moral status of all human beings.