Theory, Practice, and Specialization: The Case for the Humanities

Autor/in	Jacobs, Jonathan
Titel	Theory, Practice, and Specialization: The Case for the Humanities
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 11 (2012) 3, S.206-223 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022212441771
Schlagwörter	Specialization; Humanities; Moral Development; Humanism; Values; Role; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Arbeitsteilige Spezialisierung; Geisteswissenschaften; Humanwissenschaften; Moralische Entwicklung; Humanismus; Wertbegriff; Rollen; Theorie-Praxis-Beziehung
Abstract	Humanistic studies cultivate types of conceptual fluency and modes of awareness important to thought concerning values. Not all knowledge is scientific knowledge. There is genuine comprehension of some valuative matters--they are not all to be interpreted in expressive or subjective terms. Education in the humanities can encourage value-relevant types of discernment, awareness, and articulateness in uniquely effective ways. Though important kinds of thought concerning values may lack formal, theoretical elaboration they involve genuine standards of intellectual responsibility. Engagement with the humanities does not ensure development of sound valuative thought and judgment--nothing "ensures" it--but can have a crucial role in shaping it. Moreover, intellectual and moral imagination should not be constrained by boundaries of academic specialization. Specialization has several merits but it can motivate inappropriately reductionist claims and theoretical over-extension. Often, sound normative understanding is not dependent upon explicit theoretical justification or a specific inquiry's explanatory idiom. (Contains 10 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10