Refurbishing MacIntyre's Account of Practice

Journal of Philosophy of Education 45 (3):545-561 (2011)
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
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DOI 10.1111/j.1467-9752.2011.00810.x
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References found in this work BETA
After Virtue.A. Macintyre - 1981 - Tijdschrift Voor Filosofie 46 (1):169-171.
The Logic of Practice.Pierre Bourdieu - 1992 - Inquiry : An Interdisciplinary Journal of Philosophy 35:447.
Outline of a Theory of Practice.Pierre Bourdieu - 1981 - Human Studies 4 (3):273-278.

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Citations of this work BETA
Practice and Group Learning.Paul Hager - 2014 - Educational Philosophy and Theory 46 (6):1-16.
Teachers and the Academic Disciplines.Michael Fordham - 2016 - Journal of Philosophy of Education 50 (3):419-431.

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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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