Abstract:Alasdair MacIntyre has argued that our modern, post‐Enlightenment societies lack the shared standards of moral argument that are prerequisite to productive public debate. He measures our situation against the ideal of an educated public, members of which share enough common ground to resolve disagreements rationally because they have been prepared to participate in disciplined argument by their school and university curricula. This paper identifies questions to be addressed and tasks to be undertaken by philos… Show more
“…A special issue of the Journal of Philosophy of Education (Dunne and Hogan, 2003) provided some searching criticisms of MacIntyre's claims in the dialogue with Dunne (Noddings, 2003;Dunne, Hogan). It also provided further elucidations of Aristotelian understandings of practice in educational contexts (by D. Carr, 2003;Higgins, 2003;Vokey, 2003).…”
Section: Philosophy Policy and Practice: Some Fresh Reflectionsmentioning
A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy‐making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between philosophy of education and educational policymaking. It then goes on to argue that this relationship can best be understood through an exploration of education as a practice in its own right (as distinct from a subordinate practice). Such an exploration seeks to shed light on the proper métier of philosophy of education. In the course of the exploration the kind of thinking predominant in recent international patterns in educational policy is contrasted with a different kind of thinking which has yielded rich gains in Finland. Important distinctions are drawn between the inherent and extrinsic benefits of educational practice and between the internal and external politics of practice. These contribute to the articulation of philosophy of education as a distinctive discipline of thought and action which is necessary to the work of practitioners and policymakers alike.
“…A special issue of the Journal of Philosophy of Education (Dunne and Hogan, 2003) provided some searching criticisms of MacIntyre's claims in the dialogue with Dunne (Noddings, 2003;Dunne, Hogan). It also provided further elucidations of Aristotelian understandings of practice in educational contexts (by D. Carr, 2003;Higgins, 2003;Vokey, 2003).…”
Section: Philosophy Policy and Practice: Some Fresh Reflectionsmentioning
A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy‐making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between philosophy of education and educational policymaking. It then goes on to argue that this relationship can best be understood through an exploration of education as a practice in its own right (as distinct from a subordinate practice). Such an exploration seeks to shed light on the proper métier of philosophy of education. In the course of the exploration the kind of thinking predominant in recent international patterns in educational policy is contrasted with a different kind of thinking which has yielded rich gains in Finland. Important distinctions are drawn between the inherent and extrinsic benefits of educational practice and between the internal and external politics of practice. These contribute to the articulation of philosophy of education as a distinctive discipline of thought and action which is necessary to the work of practitioners and policymakers alike.
“…Just generosity consists of acting liberally, not stopping at the legal, but at the moral due; misericordia (mercy), in supplying what students urgently need, even when they do not ask or are unaware; and beneficence, in putting students' needs above their own (Bernacchio, 2018). Faculty know the human potential for practical wisdom is perfected only in charity ( caritas ), God's grace according to MacIntyre's Thomistic reading, and transmit this to students (Vokey, 2003). Through guidance in spiritual paths, students are afforded experience and appreciation of the overarching human good.…”
Section: Main Features Of Management Education and Business Schools F...mentioning
confidence: 99%
“…Business schools are agents of rational debate on how to create ethical and environmentally-attuned societies (Vokey, 2003). They are not inert institutions in the liberal marketplace, but dedicated to molding students' characters, helping them reassess their professional goals morally toward flourishing.…”
Section: Governance Centered On Sustaining Practices and Network Of G...mentioning
This paper shows how a MacIntyre-inspired business school could contribute to developing practical wisdom in students through its curriculum, methods, faculty, student selection criteria, and governance.There are several motivations. First is the intrinsic value of a professional education institution that instills ethics, and practical wisdom plays a huge role (
“…If it is to be of value, education must aspire to a telos, it must contain within it a view of how human beings relate to the world and a vision towards which the education itself must aim. This education would be part of a local community based around a distinct comprehensive view (Vokey 2003). Educational aims would be tied to the over-arching vision and traditions of its particular community.…”
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