國立虎尾科技大學 |

Alasdair MacIntyre, Rationality and Education = Against Education of Our Age /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Alasdair MacIntyre, Rationality and Education/ by Steven A. Stolz.
其他題名:	Against Education of Our Age /
作者:	Stolz, Steven A.
面頁冊數:	XIV, 71 p.online resource. :
Contained By:	Springer Nature eBook
標題:	Education—Philosophy. -
電子資源:	https://doi.org/10.1007/978-3-319-92276-8
ISBN:	9783319922768

Alasdair MacIntyre, Rationality and Education = Against Education of Our Age /
Stolz, Steven A.

Alasdair MacIntyre, Rationality and EducationAgainst Education of Our Age /[electronic resource] :by Steven A. Stolz. - 1st ed. 2019. - XIV, 71 p.online resource. - SpringerBriefs on Key Thinkers in Education,2211-937X. - SpringerBriefs on Key Thinkers in Education,.

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in a type of intellectual dissensus where the shared conceptions of rational enquiry and the role of reason have been replaced by pluralistic notions of private and personal choices concerning the good, and a disillusionment with reason that is ultimately exhibited as apathy and conformism. In order to overcome this apathy and conformism found in our culture and society, MacIntyre’s educational project is concerned with the cultivation of rationality; however, this is not an easy undertaking because it involves students being confronted with alternative – sometimes rather hostile – rival traditions so they both come to see rival points of view and understand that each tradition, including their own, does not come from a neutral or value-neutral standpoint. To MacIntyre, dialectical encounters between traditions is a crucial starting point of a good education, but for intellectual and academic progress to be made, rational enquiry needs to be grounded in a shared understanding of first principles that aims at truth and rational vindication. It is this shift in thinking that is of interest in the latter part of this book, particularly MacIntyre’s views around tradition-orientated communities of practice. Here, MacIntyre is concerned with the praxis of his educational project and the crucial role tradition-orientated communities play in the cultivation of independent reasoners who are capable of seeing the interconnectedness between different forms of knowledge that can lead us to an informed discovery of both the truth, and of the good, but most importantly exhibit virtuous dispositions which are vital to good practical reasoning. .

ISBN: 9783319922768

Standard No.: 10.1007/978-3-319-92276-8doiSubjects--Topical Terms:

1254228
Education—Philosophy.

LC Class. No.: LC8-6691

Dewey Class. No.: 370.1

Alasdair MacIntyre, Rationality and Education = Against Education of Our Age /
LDR:03916nam a22003855i 4500 001 1016367
003 DE-He213
005 20200706104532.0
007 cr nn 008mamaa
008 210106s2019 gw | s |||| 0|eng d
020 $a 9783319922768 $9 978-3-319-92276-8
024 7 $a 10.1007/978-3-319-92276-8 $2 doi
035 $a 978-3-319-92276-8
050 4 $a LC8-6691
072 7 $a JNA $2 bicssc
072 7 $a EDU040000 $2 bisacsh
072 7 $a JNA $2 thema
082 0 4 $a 370.1 $2 23
100 1 $a Stolz, Steven A. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1310760
245 1 0 $a Alasdair MacIntyre, Rationality and Education $h [electronic resource] : $b Against Education of Our Age / $c by Steven A. Stolz.
250 $a 1st ed. 2019.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2019.
300 $a XIV, 71 p. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a SpringerBriefs on Key Thinkers in Education, $x 2211-937X
520 $a 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 rational enquiry 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 and conformism. In order to overcome this apathy and conformism found in our culture and society, MacIntyre’s educational project is concerned with the cultivation of rationality; however, this is not an easy undertaking because it involves students being confronted with alternative – sometimes rather hostile – rival traditions so they both come to see rival points of view and understand that each tradition, including their own, does not come from a neutral or value-neutral standpoint. To MacIntyre, dialectical encounters between traditions is a crucial starting point of a good education, but for intellectual and academic progress to be made, rational enquiry needs to be grounded in a shared understanding of first principles that aims at truth and rational vindication. It is this shift in thinking that is of interest in the latter part of this book, particularly MacIntyre’s views around tradition-orientated communities of practice. Here, MacIntyre is concerned with the praxis of his educational project and the crucial role tradition-orientated communities play in the cultivation of independent reasoners who are capable of seeing the interconnectedness between different forms of knowledge that can lead us to an informed discovery of both the truth, and of the good, but most importantly exhibit virtuous dispositions which are vital to good practical reasoning. .
650 0 $a Education—Philosophy. $3 1254228
650 0 $a Philosophy and social sciences. $3 960232
650 0 $a Critical Thinking. $3 1198515
650 0 $a Educational sociology . $3 1253705
650 0 $a Education and sociology. $3 1253706
650 0 $a Learning. $3 555256
650 0 $a Instruction. $3 1253701
650 1 4 $a Educational Philosophy. $3 677294
650 2 4 $a Philosophy of Education. $3 671596
650 2 4 $a Sociology of Education. $3 768504
650 2 4 $a Learning & Instruction. $3 670152
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783319922751
776 0 8 $i Printed edition: $z 9783319922775
830 0 $a SpringerBriefs on Key Thinkers in Education, $x 2211-937X $3 1257759
856 4 0 $u https://doi.org/10.1007/978-3-319-92276-8
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)