Autonomy, Critical Thinking and the Wittgensteinian Legacy: Reflections on Christopher Winch, "Education, Autonomy and Critical Thinking"

Autor/in	Siegel, Harvey
Titel	Autonomy, Critical Thinking and the Wittgensteinian Legacy: Reflections on Christopher Winch, "Education, Autonomy and Critical Thinking"
Quelle	In: Journal of Philosophy of Education, 42 (2008) 1, S.165-184 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2008.00611.x
Schlagwörter	Stellungnahme; Critical Thinking; Personal Autonomy; Role of Education; Educational Philosophy; Logical Thinking; Criticism; Book Reviews + Suchen Sie Ihr Suchwort? Kritisches Denken; Individuelle Autonomie; Bildungsauftrag; Bildungsphilosophie; Erziehungsphilosophie; Kritik; Book reviewing; Book review; Rezension
Abstract	In this review of Christopher Winch's new book, "Education, Autonomy and Critical Thinking" (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic strains of the later Wittgenstein. But these criticisms are not such as to upend Winch's powerful critique of antiperfectionism and "strong autonomy" or his defence of "weak autonomy." His account of autonomy as an educational aim is important and in several respects compelling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10