Studies in Philosophy and Education 30 (6):543-556 (2011)
Discussion regarding education’s aims, especially its ultimate aims, is a key topic in the philosophy of education. These aims or values play a pivotal role in regulating and structuring moral and other types of normative education. We outline two plausible strategies to identify and justify education’s ultimate aims. The first associates these aims with a normative standpoint, such as the moral, prudential, or aesthetic, which is overriding, in a sense of ‘overriding’ to be explained. The second associates education’s ultimate aims with the intrinsic value of personal well-being. We advance reasons to doubt that these strategies are successful. The shortcomings of these strategies impute yet further urgency to the issue of how we are to ascertain and validate education’s ultimate aims
|Keywords||Educational aims Overridingness Well-being|
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References found in this work BETA
Pleasure and the Good Life: Concerning the Nature, Varieties and Plausibility of Hedonism.Fred Feldman - 2004 - Clarendon Press.
Virtues and Vices.Phillipa Foot - 1997 - In Thomas L. Carson & Paul K. Moser (eds.), Morality and the Good Life. Oup Usa.
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