Education as The Social Cultivation of Intellectual Virtue

In Mark Alfano, Jeroen De Ridder & Colin Klein (eds.), Social Virtue Epistemology. Routledge. pp. 583-601 (2022)
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Abstract

The recent literature has seen a burgeoning discussion of the idea that the overarching epistemic goal of education is the cultivation of the intellectual virtues. Moreover, there have been attempts to put this idea into practice, with virtue-led educational interventions in schools, universities, and even prisons. This paper explores the question of whether—and, if so, to what degree—such intellectual virtue-based approaches to education are essentially social. The focus in this regard is on the role of intellectual exemplars within this approach, and in particular the extent to which direct social interaction with such exemplars is crucial to the implementation of this educational methodology.

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Author Profiles

Michel Croce
Università degli Studi di Genova
Duncan Pritchard
University of California, Irvine

Citations of this work

A Deweyan Critique of the Critical Thinking versus Character Education Debate.Guy Axtell - 2024 - Philosophical Inquiry in Education 31 (2):140-154.

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References found in this work

Knowledge in Perspective: Selected Essays in Epistemology.Ernest Sosa - 1991 - New York: Cambridge University Press.
The nature and value of knowledge: three investigations.Duncan Pritchard - 2010 - New York: Oxford University Press. Edited by Alan Millar & Adrian Haddock.
Is understanding a species of knowledge?Stephen R. Grimm - 2006 - British Journal for the Philosophy of Science 57 (3):515-535.
Virtue Epistemology.John Turri, Mark Alfano & John Greco - 1999 - Stanford Encyclopedia of Philosophy:1-51.
Virtue and Reason.John McDowell - 1997 - In Roger Crisp & Michael Slote (eds.), Virtue Ethics. Oxford University Press.

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