Rationale of “Lessons for the Correction of Epistemic Injustice”:

Regarding the Development of Discussion in the U.S.

Abstract

A “lesson for the correction of epistemic injustice” teaches students to understand the situations in which epistemic injustice occurs, its causes and effects, and how to communicate while paying attention to them. However, agreement on the need to plan and implement “lessons for the correction of epistemic injustice” does not exist in the U.S. The reasons for the need to correct epistemic injustice are not understood, or teachings involving a similar problematic concept are already being implemented. Therefore, this study aims to reveal the rationale that justifies the planning and implementation as well as the development of the discussion about “lessons for the correction of epistemic injustice” in the U.S. Specifically, this study explains why education needs to correct epistemic injustice and the elements of the curriculum design in “lessons for the correction of epistemic injustice,” which have not been included in previous implementations.

Consequently, education needs to correct epistemic injustice in the U.S. to ensure it can be regarded as a fundamental problem that prevents the realization of deliberative democracy. To rectify the situation, education should cultivate citizens capable of communicating with attention to epistemic injustice and establish the institutions and cultural framework that will enable them to do so. The special feature of the lesson lies in the fact that unlike existing lessons based on assumptions that differ from actual human characteristics and communication, the “lesson for the correction of epistemic injustice” establishes goals and organizes the learning process following reality.