Education, Knowledge and Freedom

Hinchliffe, Geoffrey (2018) Education, Knowledge and Freedom. Philosophy, 93 (2). pp. 211-230. ISSN 0031-8191

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    Abstract

    This paper examines the role of knowledge in education. It proposes that the arguments of Paul Hirst on liberal education can be updated using the idea of a ‘space of reasons’ drawn from the epistemology associated with John McDowell. It further argues that for education to flourish within the space of reasons the idea of ‘epistemic freedom’ needs to be both recognised and developed. Such freedom is particularly exemplified in the ability to form judgements. It is noted that education at all levels has been subjected to processes of ‘rationalisation’, processes identified by Max Weber over one hundred years ago: these processes severely restrict epistemic freedom. However, the paper argues that Alistair McIntyre's concept of a practice can be used to inform our thinking about subject disciplines. The pursuit of knowledge can therefore be seen in terms of practices which operate within the space of reasons. Moreover, we can see the idea of a practice as a counterweight to rationalisation

    Item Type: Article
    Uncontrolled Keywords: education,knowledge,freedom
    Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
    ?? CSED ??
    Faculty of Arts and Humanities > School of Politics, Philosophy, Language and Communication Studies
    Depositing User: LivePure Connector
    Date Deposited: 13 Jun 2018 12:30
    Last Modified: 18 Jan 2019 01:14
    URI: https://ueaeprints.uea.ac.uk/id/eprint/67352
    DOI: 10.1017/S0031819117000511

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