Refurbishing MacIntyre's Account of Practice

Journal of Philosophy of Education 45 (3):545-561 (2011)
According to Alasdair MacIntyre's influential account of practices, ‘teaching itself is not a practice, but a set of skills and habits put to the service of a variety of practices’ (MacIntyre and Dunne, 2002, p. 5). Various philosophers of education have responded to and critiqued MacIntyre's position, most notably in a Special Issue of the Journal of Philosophy of Education (Vol. 37.2, 2003). However, both in that Special Issue and since, this debate remains inconclusive. Much of this earlier discussion seems to accept that teaching is a unique case in being a putative practice that does not fit readily into MacIntyre's account. In fact many supposed practices, including some nominated by MacIntyre himself, do not fit his account. A constructive critique of this account leads to a refurbished, broadly MacIntyrean account of practice. This will clarify the issue of whether teaching and a range of other activities are, indeed, practices
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DOI 10.1111/j.1467-9752.2011.00810.x
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References found in this work BETA
A. Macintyre (1984). After Virtue. Tijdschrift Voor Filosofie 46 (1):169-171.

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Citations of this work BETA
Michael Fordham (2015). Teachers and the Academic Disciplines. Journal of Philosophy of Education 49 (3):n/a-n/a.
Paul Hager (2013). Practice and Group Learning. Educational Philosophy and Theory 46 (6):1-16.
Gerard Lum (2013). Competence: A Tale of Two Constructs. Educational Philosophy and Theory 45 (12):1193-1204.

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