Education and the Growth of Knowledge E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Journal of Philosophy of Education
• Sprache: Englisch

Seitenzahl: 401

Veröffentlichungsjahr: 2013

Beschreibung

Education and the Growth of Knowledge is a collection of original contributions from a group of eminent philosophers and philosophers of education, who sketch the implications of advances in contemporary epistemology for education. * New papers on education and social and virtue epistemology contributed by a range of eminent philosophers and philosophers of education * Reconceives epistemology in the light of notions from social and virtue epistemology * Demonstrates that a reconsideration of epistemology in the light of ideas from social and virtue epistemology will in turn re-invigorate the links between epistemology and education

Leseprobe

Table of Contents

The Journal of Philosophy of Education Book Series

Title page

Copyright page

Notes on Contributors

Introduction: Education, Social Epistemology and Virtue Epistemology

Social Epistemology and the Aims of Education

Virtue Epistemology and the Role of Intellectual Character

The Chapters

Note

References

1 Epistemic Dependence in Testimonial Belief, in the Classroom and Beyond

1. The Core Issue

2. Cartesian Epistemic Autonomy

3. The Epistemology of Testimony: The Case of Very Young Children

4. Testimony and Testimonial Knowledge in Early Education

5. At What Sort of Intellectual Autonomy Should Education Aim?

Acknowledgements

Notes

References

2 Learning from Others

Preliminaries

Matters Epistemological

Matters Educational

Conclusion

Notes

References

3 Anscombe’s ‘Teachers’

I The Cast

II Setting the Scene

III The Interpreter

IV The Megalomaniac

V The Teacher of Philosophy

VI Teaching and Learning

VII In Place of a Finale

Notes

References

4 Can Inferentialism Contribute to Social Epistemology?

Philosophical Anthropology, Semantics and Epistemology

Developmental Psychology

Knowledge in the Context of Education

Normative Authority—The Source of Knowledge?

Notes

References

5 Epistemic Virtue and the Epistemology of Education

Introductory Remarks

I Virtue Epistemology and the Epistemology of Education

II A Continuum of Cognitive Attainment

III Concluding Remarks

Notes

References

6 Educating for Intellectual Virtues: From Theory to Practice

I The Basic Structure of an Intellectual Virtue

II Intellectual Virtues as an Educational Aim

III Objections and Replies

Notes

References

7 Detecting Epistemic Vice in Higher Education Policy: Epistemic Insensibility in the Seven Solutions and the REF

I Aristotle’s Analysis of Moral Vice

II The Vice of Epistemic Insensibility

III Epistemic Insensibility in the Solutions and the REF

Notes

References

8 Three Different Conceptions of Know-How and Their Relevance to Professional and Vocational Education

Introduction

I Skill

II Adverbial Verbs

III Project Management

IV Coda: Towards Occupational Capacity

Notes

References

9 The Epistemic Value of Diversity

Acknowledgement

Notes

References

Index

The Journal of Philosophy of Education Book Series

The Journal of Philosophy of Education Book Series publishes titles that represent a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. Books in this series promote rigorous thinking on educational matters and identify and criticise the ideological forces shaping education.

Titles in the series include:

Education and the Growth of Knowledge: Perspectives from Social and Virtue EpistemologyEdited by Ben Kotzee

Vygotsky, Philosophy and EducationJan Derry

Education Policy: Philosophical CritiqueEdited by Richard Smith

Levinas, Subjectivity, Education: Towards an Ethics of Radical ResponsibilityAnna Strhan

Philosophy for Children in Transition: Problems and ProspectsEdited by Nancy Vansieleghem and David Kennedy

Reading R. S. Peters Today: Analysis, Ethics, and the Aims of EducationEdited by Stefaan E. Cuypers and Christopher Martin

The Good Life of Teaching: An Ethics of Professional PracticeChris Higgins

The Formation of ReasonDavid Bakhurst

What do Philosophers of Education do? (And how do they do it?)Edited by Claudia Ruitenberg

Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy?Edited by David Bridges, Paul Smeyers and Richard Smith

New Philosophies of LearningEdited by Ruth Cigman and Andrew Davis

The Common School and the Comprehensive Ideal: A Defence by Richard Pring with Complementary EssaysEdited by Mark Halstead and Graham Haydon

Philosophy, Methodology and Educational ResearchEdited by David Bridges and Richard D Smith

Philosophy of the TeacherBy Nigel Tubbs

Conformism and Critique in Liberal SocietyEdited by Frieda Heyting and Christopher Winch

Retrieving Nature: Education for a Post-Humanist AgeBy Michael Bonnett

Education and Practice: Upholding the Integrity of Teaching and LearningEdited by Joseph Dunne and Pádraig Hogan

Educating Humanity: Bildung in PostmodernityEdited by Lars Lovlie, Klaus Peter Mortensen and Sven Erik Nordenbo

The Ethics of Educational ResearchEdited by Michael Mcnamee and David Bridges

In Defence of High CultureEdited by John Gingell and Ed Brandon

Enquiries at the Interface: Philosophical Problems of On-Line EducationEdited by Paul Standish and Nigel Blake

The Limits of Educational AssessmentEdited by Andrew Davis

Illusory Freedoms: Liberalism, Education and the MarketEdited by Ruth Jonathan

Quality and EducationEdited by Christopher Winch

This edition first published 2014

Originally published as Volume 47, Issue 2 of The Journal of Philosophy of Education

Chapters © 2014 The Authors

Editorial organization © 2014 Philosophy of Education Society of Great Britain

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Library of Congress Cataloging-in-Publication Data

Education and the growth of knowledge : perspectives from social and virtue epistemology / edited by Ben Kotzee.

pages cm

Includes bibliographical references and index.

ISBN 978-1-118-72131-5 (pbk.)

1. Knowledge, Theory of. 2. Social epistemology. 3. Virtue. 4. Education–Philosophy. I. Kotzee, Ben.

BD161.E38 2013

121–dc23

2013026526

Cover image: Abstract Painting by Clive Watts – Ringer #1 © Shutterstock

Cover design by Design Deluxe.

A catalogue record for this book is available from the British Library.

Notes on Contributors

Jason Baehr Department of Philosophy, University Hall, Suite 3600, Loyola Marymount University, One LMU Drive, Los Angeles, CA 90045, USA

David Bakhurst The Department of Philosophy, John Watson Hall, Queen's University Kingston, Ontario, Canada, K7L 3N6

Heather Battaly Department of Philosophy, 800 N State College Blvd, Cal State Fullerton, Fullerton, CA 92834-6868, USA

Jan Derry Institute of Education, 20 Bedford Way, London WC1H 0AL, UK

Sanford Goldberg Department of Philosophy, Crowe 3-179, 1880 Campus Drive, Northwestern University, Evanston, IL 60208-2214, USA

Ben Kotzee Jubilee Centre for Character and Values, School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK

Duncan Pritchard Department of Philosophy, University of Edinburgh, Dugald Stewart Building, Edinburgh EH8 9AD, Scotland, UK

Emily Robertson Syracuse University School of Education, 230 Huntington Hall, Syracuse, NY 13244, USA

Jeremy Wanderer Philosophy Department, University of Massachusetts Boston, 100 Morrissey Blvd., Boston, MA 02125-3393, USA

Christopher Winch Department of Education & Professional Studies, Waterloo Bridge Wing, Franklin-Wilkins Building, Waterloo Road, London SE1 9NH, UK

Introduction: Education, Social Epistemology and Virtue Epistemology

Ben Kotzee

Since the heyday of analytic philosophy of education, a chill has come over the relationship between the philosophy of education and analytic epistemology. Whereas, once, it would have been a commonplace to understand education mainly in terms of what it contributes to ‘the growth of knowledge’, the relationship has been more complicated for some time. On the one hand, many consider formal education to be occupied at least as much with shaping the young as moral and political subjects as it is with fostering knowledge about the world; on the other, scepticism about knowledge, about its communication and—to be clear—about analytic epistemology itself has led to philosophy of education shaking off, or at any rate forgetting, what it has in common with that branch of philosophy that studies knowledge and its acquisition. Readers will need little reminding, one may suppose, how hesitant educational thinkers are to suppose that there exists one clearly defined body of knowledge that all children must master, nor how little patience contemporary educational thinking has with the idea that education works by the ‘transmission’ of this knowledge from teacher to learner (compare, in this regard, educators’ struggles, on both sides of the Atlantic with the idea of a ‘core knowledge curriculum’).

Epistemology itself, however, does not stand still. During the last decade or two, traditional epistemology—that focuses on the analysis of the concept of knowledge—has come under attack from two different currents in the subject. According to the fast developing field of social epistemology, the preoccupation of traditional epistemology with the individual knower is misplaced. As far as the nature of knowledge goes, social epistemology emphasises how forms of knowledge often depend on social factors for their possibility; furthermore, social epistemology holds that one may best understand how to foster the growth of knowledge by thinking about those social institutions (such as science, politics, the media or the education system) that contribute to spreading knowledge. Next to social epistemology, virtue epistemology—the recovery of a tradition of thinking about the human intellect that goes back to Aristotle—offers its own diagnosis of the state of the subject today. According to virtue epistemology, traditional epistemology’s focus on knowledge as a particular kind of cognitive content is misplaced. Rather than focusing on what the knower knows, virtue epistemology turns its attention to the knower him/herself. The question, for virtue epistemology, is not so much what knowledge is as what it is to be a good knower.