David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Philosophical Papers 37 (3):455-469 (2008)
Is 'education' a thick epistemic concept? The answer depends, of course, on the viability of the 'thick/thin' distinction, as well as the degree to which education is an epistemic concept at all. I will concentrate mainly on the latter, and will argue that epistemological matters are central to education and our philosophical thinking about it; and that, insofar, education is indeed rightly thought of as an epistemic concept. In laying out education's epistemological dimensions, I hope to clarify the degree to which it makes sense to regard the concept as 'thick'. I also discuss the relationship between philosophy of education and virtue epistemology and the sense in which being educated might itself be thought to be an epistemic virtue. Finally, I urge virtue epistemologists in particular and epistemologists generally to turn their attention to questions of education, to further both the philosophy of education and epistemology itself
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References found in this work BETA
Guy Axtell (ed.) (2000). Knowledge, Belief, and Character: Readings in Virtue Epistemology. Rowman & Littlefield Publishers.
Sharon Bailin & Harvey Siegel (2003). Critical Thinking. In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell Pub. 181--193.
Michael S. Brady & Duncan Pritchard (2003). Moral and Epistemic Virtues. Metaphilosophy 34 (1-2):1-11.
D. C. Phillips, Philosophy of Education. Stanford Encyclopedia of Philosophy.
Citations of this work BETA
Duncan Pritchard (2013). Epistemic Virtue and the Epistemology of Education. Journal of Philosophy of Education 47 (2):236-247.
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