Critical Inquiry as Virtuous Truth-Telling: Implications of Phronesis and Parrhesia

Autor/in	Pickup, Austin
Titel	Critical Inquiry as Virtuous Truth-Telling: Implications of Phronesis and Parrhesia
Quelle	In: Critical Questions in Education, 7 (2016) 3, S.178-193 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3607
Schlagwörter	Critical Theory; Inquiry; Ethics; Rhetoric; Philosophy; Discourse Analysis; Praxis; Educational Theories; Epistemology + Suchen Sie Ihr Suchwort? Kritische Theorie; Ethik; Rhetorik; Philosophie; Diskursanalyse; Educational theory; Theory of education; Bildungstheorie; Erkenntnistheorie
Abstract	This article examines critical inquiry and truth-telling from the perspective of two complementary theoretical frameworks. First, Aristotelian phronesis, or practical wisdom, offers a framework for truth that is oriented toward ethical deliberation while recognizing the contingency of practical application. Second, Foucauldian parrhesia calls for an engaged sense of truth-telling that requires risk from the inquirer while grounding truth in the complexity of human discourse. Taken together, phronesis and parrhesia orient inquirers toward intentional truth-telling practices that resist simplistic renderings of criticality and overly technical understandings of research. This article argues that truly critical inquiry must spring from the perspectives of phronesis and parrhesia, providing research projects that aim at virtuous truth-telling over technical veracity with the hope of contributing to ethical discourse and social praxis. A bibliography is included. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01