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Autonomy and Authenticity in Education

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In Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Oxford, UK: Blackwell. pp. 326–340 (2003)

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  1. Authenticity in Education: From Narcissism and Freedom to the Messy Interplay of Self-Exploration and Acceptable Tension.Merlin B. Thompson - 2015 - Studies in Philosophy and Education 34 (6):603-618.
    The problem with authenticity—the idea of being “true to one’s self”—is that its somewhat checkered reputation garners a complete range of favorable and unfavorable reactions. In educational settings, authenticity is lauded as one of the top two traits students desire in their teachers. Yet, authenticity is criticized for its tendency towards narcissism and self-entitlement. So, is authenticity a good or a bad thing? The purpose of this article is to develop an intimate understanding of authenticity by investigating its current interpretation (...)
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  • Conceptions and Practices of Critical Thinking in Chinese Schools: An Example from Shanghai.Charlene Tan - 2020 - Educational Studies 56 (4):331-346.
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  • Changing the Definition of Education. On Kant’s Educational Paradox Between Freedom and Restraint.Birgit Schaffar - 2013 - Studies in Philosophy and Education 33 (1):5-21.
    Ever since Kant asked: “How am I to develop the sense of freedom in spite of the restraint?” in his lecture on education, the tension between necessary educational influence and unacceptable restriction of the child’s individual development and freedom has been considered an educational paradox. Many have suggested solutions to the paradox; however, this article endorses recent discussions in educational philosophy that pursue the need to fundamentally rethink our understanding of education and upbringing. In this article it is argued that (...)
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  • Children’s Rights and the Parental Authority to Instill a Specific Value System.Jeffrey Morgan - 2006 - Essays in Philosophy 7 (1):49-66.
    Liberals who want to support multiculturalism need to be able to justify the parental authority to instill cultural value systems or worldviews into children. However, such authority may be at odds with liberal demands that citizens be autonomous. This paper argues that parents do not have the legitimate authority to instill in their children a specific value system, contrary to the complex and intriguing arguments of Robert Noggle (2002). Noggle’s argument, which draws heavily on key ideas in Rawls’ theory of (...)
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  • Autonomy in R. S. Peters' Educational Theory.Stefaan E. Cuypers - 2009 - Journal of Philosophy of Education 43 (supplement s1):189-207.
    Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy.
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  • Pedagogy for Inter‐Religious Education.Brendan Carmody - 2013 - Heythrop Journal 54 (5):813-824.
    Inter-religious education has become a major concern as globalization proceeds. To develop a satisfactory model for it remains a challenge. This article proposes a paradigm based on the notion of self-transcendence as articulated by the philosopher-theologian, Bernard Lonergan. The approach provides a standpoint where the learner achieves a level of freedom by which he/she is enabled to decide responsibly what religious or non-religious viewpoint to adopt.
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  • Should teachers be authentic?Lauren Bialystok - 2015 - Ethics and Education 10 (3):313-326.
    Authenticity is often touted as an important virtue for teachers. But what do we mean when we say that a teacher ought to be ‘authentic’? Research shows that discussions of teacher authenticity frequently refer to other character traits or simply to teacher effectiveness, but authenticity is a unique concept with a long philosophical history. Once we understand authenticity as an ethical and metaphysical question, the presumed connection between authenticity and teaching appears less solid. While being true to oneself may render (...)
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