On the Worthwhileness of Theoretical Activities

Autor/in	Hand, Michael
Titel	On the Worthwhileness of Theoretical Activities
Quelle	In: Journal of Philosophy of Education, 43 (2009), S.109-121 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2009.00732.x
Schlagwörter	Academic Education; Curriculum; Theories; Ethics; Persuasive Discourse; Value Judgment; Educational Philosophy; Role of Education + Suchen Sie Ihr Suchwort? Akademische Bildung; Curricula; Lehrplan; Rahmenplan; Theory; Theorie; Ethik; Persuasion; Persuasive Kommunikation; Werturteil; Bildungsphilosophie; Erziehungsphilosophie; Bildungsauftrag
Abstract	R.S. Peters' arguments for the worthwhileness of theoretical activities are intended to justify education per se, on the assumption that education is necessarily a matter of initiating people into theoretical activities. If we give up this assumption, we can ask whether Peters' arguments might serve instead to justify the academic curriculum over other curricular arrangements. For this they would need to show that theoretical activities are not only worthwhile but, in some relevant sense, more worthwhile than activities of other kinds. I argue that Peters' hedonistic and transcendental arguments do not show this, but that his account of theoretical activities is suggestive of an instrumental argument which might fit the bill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10