Virtue Epistemology and the Philosophy of Education
Identifieur interne : 000300 ( Main/Exploration ); précédent : 000299; suivant : 000301Virtue Epistemology and the Philosophy of Education
Auteurs : James MacallisterSource :
- Journal of Philosophy of Education [ 0309-8249 ] ; 2012-05.
Abstract
This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out and by whom. Wilfred Carr's position—that educational practitioners have privileged access to philosophical knowledge about teaching practice—will in particular be questioned. It will be argued that Carr's view rests on a form of epistemology, internalism, which places unreasonably narrow restrictions upon the range of actors and ways, in which philosophical knowledge of and/or for education might be achieved. In declaring that practical wisdom regarding teaching is ‘entirely dependent’ on practitioner reflection, Carr not only radically deviates from Aristotle's notion of practical wisdom, he also, in effect, renders redundant all philosophical research about education that is not initiated by teachers in this manner. It is concluded that Aristotle's general approach to acquiring information and knowledge about the world might yet still offer a foundation for a more comprehensive philosophy of education; one that makes clear that the professional testimony and reflection of teachers, observation of teaching practice, and already existing educational philosophy, theory and policy can all be perceived as potentially valuable sources of philosophical knowledge of and for education.
Url:
DOI: 10.1111/j.1467-9752.2012.00851.x
Affiliations:
Links toward previous steps (curation, corpus...)
- to stream Istex, to step Corpus: 000370
- to stream Istex, to step Curation: 000370
- to stream Istex, to step Checkpoint: 000138
- to stream Main, to step Merge: 000295
- to stream Main, to step Curation: 000300
Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Virtue Epistemology and the Philosophy of Education</title><author><name sortKey="Macallister, James" sort="Macallister, James" uniqKey="Macallister J" first="James" last="Macallister">James Macallister</name></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:98DCDF9034CCFD1EE71BE37256E49E9C634BE0C5</idno><date when="2012" year="2012">2012</date><idno type="doi">10.1111/j.1467-9752.2012.00851.x</idno><idno type="url">https://api.istex.fr/document/98DCDF9034CCFD1EE71BE37256E49E9C634BE0C5/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">000370</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">000370</idno><idno type="wicri:Area/Istex/Curation">000370</idno><idno type="wicri:Area/Istex/Checkpoint">000138</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Checkpoint">000138</idno><idno type="wicri:doubleKey">0309-8249:2012:Macallister J:virtue:epistemology:and</idno><idno type="wicri:Area/Main/Merge">000295</idno><idno type="wicri:Area/Main/Curation">000300</idno><idno type="wicri:Area/Main/Exploration">000300</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Virtue Epistemology and the Philosophy of Education</title><author><name sortKey="Macallister, James" sort="Macallister, James" uniqKey="Macallister J" first="James" last="Macallister">James Macallister</name></author></analytic><monogr></monogr><series><title level="j">Journal of Philosophy of Education</title><title level="j" type="abbrev">J. Philos. Educ.</title><idno type="ISSN">0309-8249</idno><idno type="eISSN">1467-9752</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><date type="published" when="2012-05">2012-05</date><biblScope unit="volume">46</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="251">251</biblScope><biblScope unit="page" to="270">270</biblScope></imprint><idno type="ISSN">0309-8249</idno></series><idno type="istex">98DCDF9034CCFD1EE71BE37256E49E9C634BE0C5</idno><idno type="DOI">10.1111/j.1467-9752.2012.00851.x</idno><idno type="ArticleID">JOPE851</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0309-8249</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract">This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out and by whom. Wilfred Carr's position—that educational practitioners have privileged access to philosophical knowledge about teaching practice—will in particular be questioned. It will be argued that Carr's view rests on a form of epistemology, internalism, which places unreasonably narrow restrictions upon the range of actors and ways, in which philosophical knowledge of and/or for education might be achieved. In declaring that practical wisdom regarding teaching is ‘entirely dependent’ on practitioner reflection, Carr not only radically deviates from Aristotle's notion of practical wisdom, he also, in effect, renders redundant all philosophical research about education that is not initiated by teachers in this manner. It is concluded that Aristotle's general approach to acquiring information and knowledge about the world might yet still offer a foundation for a more comprehensive philosophy of education; one that makes clear that the professional testimony and reflection of teachers, observation of teaching practice, and already existing educational philosophy, theory and policy can all be perceived as potentially valuable sources of philosophical knowledge of and for education.</div></front></TEI><affiliations><list></list><tree><noCountry><name sortKey="Macallister, James" sort="Macallister, James" uniqKey="Macallister J" first="James" last="Macallister">James Macallister</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Ticri/CIDE/explor/EpistemeV1/Data/Main/Exploration
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000300 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd -nk 000300 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Ticri/CIDE
|area= EpistemeV1
|flux= Main
|étape= Exploration
|type= RBID
|clé= ISTEX:98DCDF9034CCFD1EE71BE37256E49E9C634BE0C5
|texte= Virtue Epistemology and the Philosophy of Education
}}
| This area was generated with Dilib version V0.6.31. |  |