ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1994.tb00321.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTAlasdair MacIntyre's paper ‘The idea of an educated public’ followed on his frontal attack inAfter Virtue on the ‘failed’ intellectual project of the Enlightenment and on its liberal heritage. His argument, in the paper, was that the only way we can save ourselves from that failure is by restoring the idea of an educated public modelled on the type found in eighteenth century Scotland. This article takes up the issue of the ‘crisis’ of modernity, and argues that MacIntyre's ‘public’ is just one possible one and not necessarily the best. Other, competing conceptions of an educated public have been proposed, among others by Dewey and Habermas, that do not necessitate the conservative solution of going b

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1994.tb00322.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTIn substituting aesthetic criteria for the time‐honoured yardsticks of reliability, validity and generalization, narrative researchers are sometimes criticized for devaluing the notion of truth. This paper suggests that what is an issue here is not so much empirical quantitative truth as rather artistic literary truth. The latter notion of truth is characterized in terms of ‘authenticity’ and the ramifications of authentic truth for narrative research are posited and explored. Only such an understanding of truth and the resolve seriously to apply it will garner narrative researchers the epistemic respectability they

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1994.tb00323.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTThis paper argues that egalitarianism, in itself and as a basis for educational policy, is unacceptable. Three recent defences of it are examined and rejected. Three anti‐egalitarian positions, however, all of which stress sufficiency rather than equality, pass muster. Educational implications are followed through, with reference to mixed ability grouping, selection, equal opportunities in education and conflicting views about the minimum content of a common school curriculu

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1994.tb00324.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTDemocratic theory values diversity and pluralism, a market‐place of visions und experiences of the good life. Presently conceived, education in democratic societies, because of the assumed requirement of neutrality concerning life choices, deters the flourishing of valuable versions of the good life which are the sine qua non of democratic society. A proposal is made about education which, on the one hand, upholds the relationships of democratic society, but at the same time fosters co‐existence with dignity of a plethora of cultural, ideological, ethnic and religious life opti

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1994.tb00325.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACT“How should a person lead her life?” The purpose of this paper is to suggest some principles (not a complete list) which will serve us ‘intellectual instruments’ for assessing forms of life. These principles are utilitarian in nature, and, as I will argue, essential to a reasonably rich account of personal well‐being. The principles suggested are not instrumental, that is, they determine the worthiness of a form of life led by an agent irrespective of whether it satisfies her existing desires and meet her actual preferences. Hence, I will argue that a person can be deprived, that is, categorically deprived, even when most of her desires are satisfied. In the last section of the paper I will argue for the role of education in ‘initiating’ the agent into worthy forms of life, and hence evading the charge of categorical deprivation and that of

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1994.tb00326.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTIt is suggested that, pace Michael Golby, recourse to metaphor has little role to play in enabling governing bodies to come to terms with their new and onerous responsibilities. The better way forward is a clearer appreciation of what is demanded of them by law.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1994.tb00327.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTThe paper argues that there is no fundamental incompatibility between the use of vouchers and managed market mechanisms in the distribution of education und the principled aims of egalitarian educational policy. It takes those aims to be equality of opportunity, education for autonomy, and democratic education, and shows in each case how a voucher scheme could accommodate the aim. It explains why a judiciously designed voucher scheme may constitute a more politically feasible method of achieving central egalitarian goals than attempts to improve public provision, but does not endorse the use of voucher schemes.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1994.tb00328.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTIt is reasonable to expect, with regard to any traditional academic subject, that it should be capable of being made good sense of as a rational form of knowledge or enquiry focused upon the discernment of truths of one sort or another concerning the world or human affairs. One curriculum area which has generally been held to be problematic in this respect, for a mixture of epistemological, social, ethical and pedagogical reasons, is that of religious education. In the first place, then, this paper is concerned to expose some of the confusions which have been allowed to obscure the nature of religious enquiry as a viable rational enterprise, Second, however, the paper also attempts to develop a coherent und workable account of the nature and operations of knowledge and truth in religious enquiry.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1994.tb00329.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

ABSTRACTAgainst Peter Gardner, this article re‐asserts a conception of open‐mindedness as not requiring either the indecision or neutrality of persons concerning their beliefs, but rather a willingness on their part to form or revise beliefs in the light of evidence and argument. This conception, it will be argued, yields an educational ideal which is both important and coherent. It not only avoids the difficulties which Gardner sees as inherent in the promotion of open‐mindedness in children, but also avoids some of the dangers implicit in his own

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1994.tb00330.x

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY