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A recent review of his work describes Wilfred Carr as 'one of the most brilliant philosophers now working in the rich British tradition of educational philosophy ... His work is rigorous, refreshing and original ... and examines a number of fundamental issues with clarity and penetration'. In For Education Wilfred Carr provides a comprehensive justification for reconstructing educational theory and research as a form of critical inquiry. In doing this, he confronts a number of important philosophical questions. What is educational (...) |
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In the first part of this paper the marked differences between the stances of some philosophers of education who view the field as a self-contained discipline and MacIntyre's contrasting view are outlined and discussed, with the author seeing the greater merit in MacIntyre's position. This leads on to a review in the second part of the paper of the differences between MacIntyre and Dunne on teaching as a practice and on the range of issues that underlie these differences. Again, the (...) |
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Some initial reflections on the theoretical status of philosophy of education suggest that it seems appropriate to regard education and teaching as practices in some sense. Following a distinction between teaching as an institutional and professional role and teaching as a more basic form of moral association, however, some key aspects of this distinction are explored via a contrast between MacIntyrean notions of moral and social practice and more mainstream Aristotelian virtue-ethics concepts of moral character and agency. The paper proceeds (...) |
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I argue here that Alasdair MacIntyre is mistaken when he claims that teaching is not a practice. In particular, I try to throw some doubt on his claim that ‘teaching is never more than a means’ and to challenge his list of things that all students should learn. In the second section, I show how analyses of professionalism endorse MacIntyre's emphasis on complexity and internal criteria for practices. Finally, building on the doubts observed in the first section and the criteria (...) |
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He further argues that it is necessary to rethink traditional conceptions of argument, and to find a position that avoids the limitations of both the highly abstract approach of formal logic and the highly contextualized approaches of rhetoric and communication theory.". |
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