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  1. 'What Could Be Better Than This?' Conflicting Visions of the Good Life in Traditional Education.David Resnick - 2006 - Journal of Philosophy of Education 40 (3):329-344.
    Traditional (especially religious) education draws on a received vision of the good life to guide its educational efforts. But rich traditions have multiple visions of the good life. Educators who aspire to openness as well as rootedness seek canonical stories that raise for discussion these multiple visions. Such discussions negotiate a relationship with outside, majority culture, but also foster rich internal discussion on the meaning of life. They allow for the growth of tradition in the light of changing reality, as (...)
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  • Can autonomy counteract extremism in traditional education?David Resnick - 2008 - Journal of Philosophy of Education 42 (1):107-118.
    The very purpose of traditional—especially religious—education is to induct the young into a unique vision of reality. When the compelling religious vision conflicts with other visions, extremist confrontations may result. This paper explores ways to 'square the circle' of the educational conundrum of how to educate for fervent commitment to tradition without precluding autonomy and diversity, both within the tradition but especially vis-à-vis outsiders. Some liberal educators see educating for autonomy as an antidote to extremism, but such an approach is (...)
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  • 'What could be better than this?' Conflicting visions of the good life in traditional education.David Resnick - 2006 - Journal of Philosophy of Education 40 (3):329–344.
    Traditional education draws on a received vision of the good life to guide its educational efforts. But rich traditions have multiple visions of the good life. Educators who aspire to openness as well as rootedness seek canonical stories that raise for discussion these multiple visions. Such discussions negotiate a relationship with outside, majority culture, but also foster rich internal discussion on the meaning of life. They allow for the growth of tradition in the light of changing reality, as well as (...)
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  • 'What Could Be Better Than This?' Conflicting Visions of the Good Life in Traditional Education.David Resnick - 2006 - Journal of Philosophy of Education 40 (3):329-344.
    Traditional (especially religious) education draws on a received vision of the good life to guide its educational efforts. But rich traditions have multiple visions of the good life. Educators who aspire to openness as well as rootedness seek canonical stories that raise for discussion these multiple visions. Such discussions negotiate a relationship with outside, majority culture, but also foster rich internal discussion on the meaning of life. They allow for the growth of tradition in the light of changing reality, as (...)
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  • The Prudential Value of Education for Autonomy.Mark Piper - 2011 - Journal of Philosophy of Education 45 (1):19-35.
    A popular justification of education for autonomy is that autonomy possession has intrinsic prudential value. Communitarians have argued, however, that although autonomy may be a core element of a well-lived life in liberal societies, it cannot claim such a prudential pedigree in traditional societies in which the conception of a good life is intimately tied to the acceptance of a pre-established worldview. In this paper I examine a recent attempt made by Ishtiyaque Haji and Stefaan Cuypers to respond to this (...)
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