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  1. Autonomy, critical thinking and the Wittgensteinian legacy: Reflections on Christopher Winch, education, autonomy and critical thinking.Harvey Siegel - 2008 - Journal of Philosophy of Education 42 (1):165-184.
    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 (...)
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  • Autonomy, Critical Thinking and the Wittgensteinian Legacy: Reflections on Christopher Winch, Education, Autonomy and Critical Thinking. [REVIEW]Harvey Siegel - 2008 - Journal of Philosophy of Education 42 (1):165-184.
    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 (...)
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  • Reasons and Normativity in Critical Thinking.Guðmundur Heiðar Frímannsson - 2015 - Studier i Pædagogisk Filosofi 4 (1):3-16.
    The reasons conception is the most prominent account of the nature of critical thinking. It consists in responding appropriately to reasons. Responding to reasons can be following a rule, it can be making an exception to a rule, it can be responding to a situation that is unique. It depends on the context each time what is the appropriate response. Critical thinking is the educational cognate of rationality and is a sine qua non for a reasonable life in a modern (...)
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  • Educating for Intellectual Virtues: From Theory to Practice.Jason Baehr - 2013 - Journal of Philosophy of Education 47 (2):248-262.
    After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.
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  • To Describe, Transmit or Inquire: Ethics and technology in school.Viktor Gardelli - 2016 - Dissertation, Luleå University of Technology
    Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...)
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