On the Worthwhileness of Theoretical Activities
On the Worthwhileness of Theoretical Activities
Bibliographic Data
| ID | 11952060 |
|---|---|
| Authors | Michael Hand (0000-0002-1643-8213, University of London, corresponding author) |
| Year | 2009 |
| Volume | 43 |
| Pages | 109-121 |
| Publication date | 2009-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/j.1467-9752.2009.00732.x |
| OpenAlex | W1608914531 |
| Language | EN |
| Citations received | 6 |
| References cited | 4 |
R.S. Peters' arguments for the worthwhileness of theoretical activities are intended to justify education per se, on the assumption that education is necessarily a matter of initiating people into theoretical activities. If we give up this assumption, we can ask whether Peters' arguments might serve instead to justify the academic curriculum over other curricular arrangements. For this they would need to show that theoretical activities are not only worthwhile but, in some relevant sense, more worthwhile than activities of other kinds. I argue that Peters' hedonistic and transcendental arguments do not show this, but that his account of theoretical activities is suggestive of an instrumental argument which might fit the bill
Argument (complex analysis · Curriculum · Epistemology · Higher education · Pedagogy · Philosophy of education · Sociology · Transcendental number · Education and Critical Thinking Development · Law · Philosophy · Pragmatism in Philosophy and Education · Psychology · Religious Education and Schools
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,43 |
| Citation span | 2012 - 2023 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |