Refurbishing macintyre's account of practice

Hager, P

Refurbishing macintyre's account of practice

Hager, P

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Publication Type:: Journal Article
Citation:: Journal of Philosophy of Education, 2011, 45 (3), pp. 545 - 561
Issue Date:: 2011-08-01

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Field	Value	Language
dc.contributor.author	Hager, P https://orcid.org/0000-0001-5186-2776	en_US
dc.date.issued	2011-08-01	en_US
dc.identifier.citation	Journal of Philosophy of Education, 2011, 45 (3), pp. 545 - 561	en_US
dc.identifier.issn	0309-8249	en_US
dc.identifier.uri	http://hdl.handle.net/10453/18791
dc.description.abstract	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. © 2011 The Author. Journal compilation © 2011 Journal of the Philosophy of Education Society of Great Britain.	en_US
dc.relation.ispartof	Journal of Philosophy of Education	en_US
dc.relation.isbasedon	10.1111/j.1467-9752.2011.00810.x	en_US
dc.subject.classification	Philosophy	en_US
dc.title	Refurbishing macintyre's account of practice	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	45	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	2202 History and Philosophy of Specific Fields	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	45	en_US

Abstract:

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. © 2011 The Author. Journal compilation © 2011 Journal of the Philosophy of Education Society of Great Britain.

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