Literaturnachweis - Detailanzeige
| Autor/in | Metro-Roland, Dini |
|---|---|
| Titel | The Academic "Pharmakon": In Defense of Liberal Education. Response to the Presidential Address |
| Quelle | In: Philosophical Studies in Education, 49 (2018), S.17-23 (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0160-7561 |
| Schlagwörter | Stellungnahme; Presidents; Professional Associations; Educational Philosophy; General Education; Personal Autonomy; Models; Universities; Ethics; Intellectual Disciplines; Critical Thinking; Ohio |
| Abstract | Kevin Gary, President of the Ohio Valley Philosophy of Education Society, argues that the standard conception of a liberal education espoused by sociologist Max Weber and the Association of American Colleges and Universities (AACU) is built on the illusions of personal autonomy, critical thought, and liberal neutrality. Gary turns to the wisdom traditions that treat liberal education as a way of life, transforming not just the head but the heart and gut. This article is in response to Gary's presidential address. The purpose of this paper is to provide a modest defense of the standard model of liberal education represented by Max Weber. The author argues that this model is just good enough--and preferable to Gary's alternative way. Weber's stance can be roughly summarized as follows: While the university may benefit from its share of talented orators and leaders, it is for good reason that the faculty's main qualifications consist in the depth of its disciplinary expertise and willingness to initiate students to its virtues. We should be wary of teachers as prophets and should refuse to make final conclusions about the ultimate meaning of life. The first argument in defense of the standard liberal education is that the ideals of autonomy, critical thought, and neutrality--while technically false--turn out to be noble fictions that reflect some general truths about human nature. As such, these ideals are still worthy of pursuit. The second defense of a standard liberal education is that its contributions are not insignificant. There is the obvious contribution to technology and methods of thinking and training for thought that lead to greater clarity about ourselves and the world. The final argument in defense of the standard liberal education is simply that there is no better alternative. The author argues that in this political climate, it is natural for all of us to wonder if we are doing enough. The effects of the standard liberal education are slow and unpredictable. But it is important to remember what we can and cannot do. [For "Where Is My Mind? Consumerism vs. the Practice of Liberal Education. Presidential Address," see EJ1200864.] (ERIC). |
| Anmerkungen | Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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