Education and Practice: Upholding the Integrity of Teaching and Learning

At a time when schools and universities are under ever–increasing pressure to serve a variety of ends – for example, national prosperity, managerial efficiency, democratic citizenship – are they betraying their proper ends as educational institutions? Might the dominant discourses in terms of which we now think about and develop policies for education not only undermine its integrity but even prevent recognition of this very fact? These fundamental questions are addressed in this book, first in an interview with Alasdair MacIntyre and then in critical responses by leading philosophers of education. In the context of wide–ranging debates about modernity and post–modernity, the volume seeks to reclaim the integrity of education and to reveal the distinctiveness of teaching as a central human practice.

Spis treści:
Preface.
Notes on Contributors.
Introduction: Joseph Dunne (Dublin City University) and Pádraig Hogan (National University of Ireland).
1. Alasdair MacIntyre on Education: In Dialogue with Joseph Dunne: Alasdair MacIntyre (University of Notre) and Joseph Dunne (Dublin City University).
2. Teaching and Learning as a Way of Life: Pádraig Hogan (National University of Ireland).
3. MacIntyre: Teaching, Politics and Practice: Kenneth Wain (University of Malta).
4. Is Teaching a Practice?: Nel Noddings (Stanford University).
5. Rival Conceptions of Practice in Education and Teaching: David Carr (University of Edinburgh).
6. Pursuing the Idea/l of an Educated Public: Philosophy’s Contributions to Radical School Reform: Daniel Vokey (University of British Columbia).
7. MacIntyre’s Moral Theory and the Possibility of an Aretaic Ethics of Teaching: Christopher Higgins (Columbia University, New York).
8. Pulled Up Short: Challenging Self–Understanding as a Focus of Teaching and Learning: Deborah Kerdeman (University of Washington).
9. Thinking With E ach Other: the Peculiar Practice of the University: Richard Smith (University of Durham).
10. Is the Virtue Approach to Moral Education Viable in a Plural Society?: Katsushige Katayama (University of London).
11. Teaching as a Practice and a Community of Practice: the Limits of Commonality and the Demands of Diversity: Terence H. McLaughlin (University of Cambridge).
12. Philosophy of Education: Wilfred Carr (University of Sheffield).
13. Arguing for Teaching as a Practice: A Reply to Alasdair MacIntyre: Joseph Dunne (Dublin City University).
Bibliography..
.
Index.

Nota biograficzna:
Joseph Dunne is Senior Lecturer in Education at St Patrick’s College, Dublin City University, where he co–ordinates the Human Development programme. He is the author of Back to the Rough Ground: Practical Judgement and the Lure of Technique (1997) and the co–editor of Questioning Ireland: Debates in Political Philosophy and Public Policy, (2000) and Childhood and its Discontents: The First Seamus Heaney Lectures (2002).
Pádraig Hogan is Senior Lecturer in Education at the National University of Ireland, Maynooth. He is a former President of the Educational Studies Association of Ireland and Assistant Editor of the Journal of Philosophy of Education. He is the author of The Custody and Courtship of Experience: Western Education in Philosophical Perspective (1995), and the editor of Partnership and the Benefits of Learning (1995) and Willingly to School? (1987).

Okładka tylna:
At a time when schools and universities are under ever–increasing pressure to serve a variety of ends – for example, national prosperity, managerial efficiency, democratic citizenship – are they betraying their proper ends as educational institutions? Might the dominant discourses in terms of which we now think about and develop policies for e ducation not only undermine its integrity but even prevent recognition of this very fact? These fundamental questions are addressed in this book, first in an interview with Alasdair MacIntyre and then in critical responses by leading philosophers of education. In the context of wide–ranging debates about modernity and post–modernity, the volume seeks to reclaim the integrity of education and to reveal the distinctiveness of teaching as a central human practice.