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Titlebook: Alasdair MacIntyre, Rationality and Education; Against Education of Steven A. Stolz Book 2019 Steven A. Stolz 2019 critical enquiry.human r

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发表于 2025-3-21 20:04:23 | 显示全部楼层 |阅读模式
期刊全称Alasdair MacIntyre, Rationality and Education
期刊简称Against Education of
影响因子2023Steven A. Stolz
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发行地址Provides a critique of MacIntyre’s thinking about education, particularly his educational project.Explains why the cultivation of rationality is central to MacIntyre’s educational project.Outlines the
学科分类SpringerBriefs in Education
图书封面Titlebook: Alasdair MacIntyre, Rationality and Education; Against Education of Steven A. Stolz Book 2019 Steven A. Stolz 2019 critical enquiry.human r
影响因子.Despite Alasdair MacIntyre being known as an academic who has made many notable contributions to a range of areas in philosophy, his thinking on education is not as well-known and/or properly understood by most audiences and readerships that predominantly reside in educational contexts. With this in mind, this book aims to provide a critique of MacIntyre’s thinking about education, and hence commences with a central theme found in MacIntyre’s extensive corpus concerning the fragmentation and disunification of ideas found in our culture and society that stems both from the rejection of metaphysics and what it means to be a human being living within the context of history. According to MacIntyre, part of the problem why this has occurred is due to educational institutions, particularly universities failing to resist the pressure exerted from industry and the state to conform. Unfortunately, this has resulted in a type of intellectual dissensus where the shared conceptions of rationalenquiry and the role of reason have been replaced by pluralistic notions of private and personal .choices. concerning the good, and a disillusionment with reason that is ultimately exhibited as apathy an
Pindex Book 2019
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https://doi.org/10.1007/978-981-16-9368-7isservice to any notion of rationality in human agency because it overlooks human freedom, responsibility, and the possibility of successful interventions to alter . actions. If we hold that the essence of human agency is reason, then the ramifications for educational systems are significant because
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https://doi.org/10.1007/978-981-16-9368-7” (MacIntyre, .), and other subsequent works, MacIntyre’s commitment to an Enlightenment educational ideal is made known and embodied through an “educated public”. Therefore, for the purposes of this chapter I will be concerned with the discussion the following: first, I outline in detail MacIntyre’
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State-of-the-Art DCN Topologiess that are shared by others in making and sustaining a life that is directed toward our human good. Whether human beings transition from dependent to independent reasoners, and flourish as members of a tradition, to MacIntyre is contingent on how the virtues of both rational independence and of ackn
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2211-1921 ationalenquiry and the role of reason have been replaced by pluralistic notions of private and personal .choices. concerning the good, and a disillusionment with reason that is ultimately exhibited as apathy an978-3-319-92275-1978-3-319-92276-8Series ISSN 2211-1921 Series E-ISSN 2211-193X
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,MacIntyre’s Restoration of Rationality: The Essence of Human Nature Is Reason,isservice to any notion of rationality in human agency because it overlooks human freedom, responsibility, and the possibility of successful interventions to alter . actions. If we hold that the essence of human agency is reason, then the ramifications for educational systems are significant because
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,MacIntyre’s Educational Project Applied: Cultivating Independent Rational Agents with Virtuous Disps that are shared by others in making and sustaining a life that is directed toward our human good. Whether human beings transition from dependent to independent reasoners, and flourish as members of a tradition, to MacIntyre is contingent on how the virtues of both rational independence and of ackn
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