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  1. Practical rationality in education: beyond the Hirst–Carr debate.Koichiro Misawa - 2023 - Journal of Philosophy of Education 57 (1):164-181.
    Paul Hirst’s philosophical ‘conversion’ from forms of knowledge to forms of social practices was largely prompted by his radical reappraisal of the philosophical underpinnings that had validated his classic conception of liberal education. The primary motivation for Hirst’s later works was to remedy his own neglect of practical reason, whose sharp distinction from theoretical reason he acknowledged he had failed to appreciate. There is much to commend in his ‘practical’ turn. The main challenge that remains, however, is that the social (...)
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  • Excellence for All: A Nietzschean-inspired approach in professional higher education.Henriëtta Joosten - 2015 - Educational Philosophy and Theory 47 (13-14):1516-1528.
    Europe’s objectives of economic growth and job creation require large numbers of professionals who are willing and able to innovate and rise above themselves. In this article, a concept of excellence is developed that can be broadly applied in professional higher education. This concept of excellence derives from three concepts which the German philosopher Friedrich Nietzsche developed in The Gay Science : self-transcendence, self-control and self-styling. By starting with Nietzsche’s radical thoughts, the author aims to grasp the probabilities and challenges (...)
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