Autonomy, critical thinking and the Wittgensteinian legacy: Reflections on Christopher Winch, education, autonomy and critical thinking
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Philosophy of Education 42 (1):165-184 (2008)
In this review of Christopher Winch's new book, Education, Autonomy and Critical Thinking (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic strains of the later Wittgenstein. But these criticisms are not such as to upend Winch's powerful critique of antiperfectionism and 'strong autonomy' or his defence of 'weak autonomy'. His account of autonomy as an educational aim is important and in several respects compelling.
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References found in this work BETA
William Hare (2009). Content and Criticism. Inquiry 14 (3):13-27.
William Hare (1995). Content and Criticism: The Aims of Schooling. Journal of Philosophy of Education 29 (1):47–60.
Citations of this work BETA
Emma Williams (2015). In Excess of Epistemology: Siegel, Taylor, Heidegger and the Conditions of Thought. Journal of Philosophy of Education 49 (1):142-160.
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