Volume 45, Issue 1, March 2022
Dominik Balg
Pages 1-21
Who Is Who?
Testimonial Injustice and Digital Learning in the Philosophy Classroom
In this paper, I argue that there are significant instances of educational injustice in the context of philosophy teaching that can be effectively reduced by an increased implementation of digital technologies. More specifically, I show that there are good reasons to believe that testimonial injustices constitute serious instances of educational injustice that will frequently occur in philosophy classes. Using digital tools to anonymize student contributions opens up a promising way of dealing with these injustices. If convincing, my arguments give reason to perceive epistemic injustices in educational settings as a serious threat to educational justice and to reconsider the implications of increased digitalization for issues of educational justice.