Learning from MacIntyre about Learning: Finding Room for a Second-Person Perspective?

Autor/in	Dunne, Joseph
Titel	Learning from MacIntyre about Learning: Finding Room for a Second-Person Perspective?
Quelle	In: Journal of Philosophy of Education, 54 (2020) 5, S.1147-1166 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12513
Schlagwörter	Stellungnahme; Learning Processes; Early Childhood Education; Transformative Learning; Educational Philosophy; Teacher Student Relationship; Criticism; Educational Practices + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pädagogische Transformation; Bildungsphilosophie; Erziehungsphilosophie; Teacher student relationships; Lehrer-Schüler-Beziehung; Kritik; Bildungspraxis
Abstract	In this article I try to bring into relief the background significance of learning in Alasdair MacIntyre's writings. After briefly adverting to his own manner of learning from other thinkers, I begin by outlining what he sees as essential to learning in early childhood (§I). Next, I spell out what I take to be important implications for learning, mainly in the context of schooling, of his conception of 'practice' (§II). Turning then to the 'revolutionary Aristotelianism' of his later work, I elucidate the kind of transformative learning that he deems necessary because of dominant tendencies in late modern societies (§III) and because of key features of human lives--including fallibility, narrativity and 'final end'--that he analyses in his most recent book, "Ethics in the Conflicts of Modernity" (§IV). I then consider his conception of how one person's learning can be aided by another, suggesting that this conception would be strengthened by the incorporation of a second-person perspective (§V). I link the absence of such a perspective to what I see as his underestimation of the salience of the teacher-student relationship and his consequently diminished account of teaching--a largely Aristotelian-Thomist account whose strengths in other respects I acknowledge (§VI). I conclude by asking whether this line of criticism, if valid, might not indicate a lack in MacIntyre's conception of personal relationships more generally--despite the great import that he grants to them, for weal or woe, in all human lives (§VII). [The present article is included in wider discussion of issues bearing on learning and teaching in my "Persons in Practice: Essays between Education and Philosophy" (Wiley, forthcoming)]. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01