Rationality, education, and educational research
This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of t...
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ndltd-LACETR-oai-collectionscanada.gc.ca-QMM.338992014-02-13T04:03:51ZRationality, education, and educational researchHarvey, Blane L.Rationalism.Moral education.Education -- Philosophy.This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.McGill UniversityMcDonough, Kevin (advisor)2002Electronic Thesis or Dissertationapplication/pdfenalephsysno: 001872026proquestno: MQ79009Theses scanned by UMI/ProQuest.All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.Master of Arts (Department of Integrated Studies in Education.) http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899 |
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Rationalism. Moral education. Education -- Philosophy. |
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Rationalism. Moral education. Education -- Philosophy. Harvey, Blane L. Rationality, education, and educational research |
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This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general. |
author2 |
McDonough, Kevin (advisor) |
author_facet |
McDonough, Kevin (advisor) Harvey, Blane L. |
author |
Harvey, Blane L. |
author_sort |
Harvey, Blane L. |
title |
Rationality, education, and educational research |
title_short |
Rationality, education, and educational research |
title_full |
Rationality, education, and educational research |
title_fullStr |
Rationality, education, and educational research |
title_full_unstemmed |
Rationality, education, and educational research |
title_sort |
rationality, education, and educational research |
publisher |
McGill University |
publishDate |
2002 |
url |
http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899 |
work_keys_str_mv |
AT harveyblanel rationalityeducationandeducationalresearch |
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1716644357999689728 |