Autonomy, critical thinking and the Wittgensteinian legacy: Reflections on Christopher Winch, education, autonomy and critical thinking

Journal of Philosophy of Education 42 (1):165-184 (2008)
Harvey Siegel
University of Miami
In this review of Christopher Winch's new book, Education, Autonomy and Critical Thinking (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic strains of the later Wittgenstein. But these criticisms are not such as to upend Winch's powerful critique of antiperfectionism and 'strong autonomy' or his defence of 'weak autonomy'. His account of autonomy as an educational aim is important and in several respects compelling.
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DOI 10.1111/j.1467-9752.2008.00611.x
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Content and Criticism.William Hare - 2009 - Inquiry: Critical Thinking Across the Disciplines 14 (3):13-27.
Content and Criticism: The Aims of Schooling.William Hare - 1995 - Journal of Philosophy of Education 29 (1):47–60.

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Epistemology in Excess? A Response to Williams.Siegel Harvey - 2017 - Journal of Philosophy of Education 51 (1):193-213.
Epistemology in Excess? A Response to Williams.Siegel Harvey - 2016 - Journal of Philosophy of Education 50 (4).

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