After Higgins and Dunne: Imagining School Teaching as a Multi‐Practice Activity

Journal of Philosophy of Education 47 (3):475-490 (2013)

Abstract
There remains a concern in philosophy of education circles to assert that teaching is a social practice. Its initiation occurs in a conversation between Alasdair MacIntyre and Joe Dunne which inspired a Special Issue of the Journal of Philosophy of Education. This has been recently utilised in a further Special Issue by Chris Higgins. In this article I consider two points of conflict between MacIntyre and Dunne and seek to resolve both with a more nuanced understanding of the implications of applying the concept ‘social practice’ to teaching. I critique both Dunne's and Higgins' focus on schools and school teaching. It is their focus on school teaching, rather than a broader account of teaching, that leads them astray. The result is that Dunne and Higgins have not shown that teaching is a social practice. School teaching is not a complex activity, but a complex set of different activities co-located in one place and engaged in by the same agents. In a final section I offer an account of ‘school teaching’ as a multi-practice activity which is consistent with MacIntyre's approach, and argue that schoolteachers have both an institutional and an educative role
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DOI 10.1111/1467-9752.12030
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References found in this work BETA

The Morality of Freedom.Joseph Raz - 1986 - Oxford University Press.
After Virtue.A. MacIntyre - 1981 - Tijdschrift Voor Filosofie 46 (1):169-171.
Alasdair Macintyre on Education: In Dialogue with Joseph Dunne.Alasdair Macintyre & Joseph Dunne - 2002 - Journal of Philosophy of Education 36 (1):1–19.
Arguing for Teaching as a Practice: A Reply to Alasdair Macintyre.Joseph Dunne - 2003 - Journal of Philosophy of Education 37 (2):353–369.

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Teachers and the Academic Disciplines.Michael Fordham - 2016 - Journal of Philosophy of Education 50 (3):419-431.

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