Culturally constituted self in Taylor and Gramsci: A concern for philosophy of education

This article addresses the problem of two extreme positions in the self-understanding of human beings namely ignoring culture or its over-determination. Though Charles Taylor and Antonio Gramsci are widely known to differ from each other in many respects, we endeavor a congruent reading to evolve a comprehensive perspective. We make avail of their concepts, such as background, horizon, and common sense, to comprehend the nature of the culturally constituted self and its relevance for education. For both Taylor and Gramsci, the human self is situated in a cultural framework. Though the relation between self and culture is constitutive and inevitable, culture does not entirely determine or overshadow the self. This stance gives space for upholding freedom, dignity and liberation of the human self in both of them. While preserving the essential role of culture in the formation of the human self, education must not be reduced to identity politics. Education must incorporate culture, be critical of it and pay attention to forming a critical self.