Twenty-Two Testable Hypotheses about Phronesis: Outlining an Educational Research Programme

Autor/in	Kristja´nsson, Kristja´n
Titel	Twenty-Two Testable Hypotheses about Phronesis: Outlining an Educational Research Programme
Quelle	In: British Educational Research Journal, 47 (2021) 5, S.1303-1322 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3727
Schlagwörter	Intelligence; Educational Philosophy; Hypothesis Testing; Educational Research + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Bildungsphilosophie; Erziehungsphilosophie; Hypothesenprüfung; Hypothesentest; Bildungsforschung; Pädagogische Forschung
Abstract	The concept of "phronesis" enters educational discourse at various levels of engagement, and it continues to fascinate and frustrate educational theorists in equal measure. This article begins by charting the vagaries of three educational discourses on phronesis, and by eliciting insights from the recently burgeoning wisdom research within psychology. Mindful of the fact that making progress in the educational study of phronesis is not only a conceptual or philosophical endeavour but also an empirical one, the article elicits and illustrates 22 testable (but as yet mostly untested) hypotheses about phronesis from the Aristotelian and neo-Aristotelian literatures and hence lays the foundation of an educational research programme on phronesis. A serviceable conceptualisation will need to offer ways to evaluate the educational credibility of each hypothesis in real life, rather than just serving as a new philosophical plaything. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01