How should we conduct ourselves? Critical realism and Aristotelian teleology
A framework for the development of virtues in pedagogy and curriculum
Bibliographic Data
| ID | 21159488 |
|---|---|
| Authors | Bushra Sharar (0000-0003-3353-6445, University of Hertfordshire, corresponding author) |
| Year | 2018 |
| Volume | 17 |
| Issue | 3 |
| Pages | 262-281 |
| Publication date | 2018-05-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Critical Realism (JOURNAL) |
| Journal identifiers | ISSN: 1476-7430 • E-ISSN: 1572-5138 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14767430.2018.1484653 |
| OpenAlex | W2808884039 |
| Language | EN |
| References cited | 26 |
Faced with the marketization of Higher Education in England, pedagogy is under pressure in ways that often undermine lecturers’ deeply held values. For instance, this pressure results in the reduction of significant aspects of teaching to narrow metrics and requires universities to operate within intrusive structures that subordinate their pedagogical aims to profit-orientated objectives. In this paper, I analyse the way that people can preserve their agency in this pedagogical context. I guide my analysis with a framework that combines critical realism with Aristotelian virtue ethics and MacIntyre’s ideas of qualities within human practices. I suggest the kinds of qualities that might assist faculty to preserve and advance rich pedagogical projects in the current circumstances. Finally, I use a critical realist morphogenetic approach to argue that people may be able to resist losing their way when faced with ubiquitous performativity regimes
Curriculum · Epistemology · Pedagogy · Realism · Sociology · Teleology · Critical Realism in Sociology · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Philosophy
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The Formation of Critical Realism
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Knowledge and the curriculum
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| Citation velocity | historical |
|---|---|
| Highly cited | No |