Cultivating Practical Wisdom as Education

Educational Philosophy and Theory 46 (14):1541-1553 (2014)
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Abstract

This article argues, from a critical realist perspective, that it would be beneficial to extend thinking on how personal and social education could become more central to students’ learning. We explore how constructive-informed arrangements which emphasize cognitive skills and affective qualities could be realized through experiential approaches to learning. Our theorizing is informed by neo-Aristotelian thinking on the importance of identifying mutually acceptable value commitments which can cultivate practical wisdom as well as generally benefit society. Thereafter, we outline how the recent writings of Tiberius could inform thinking on how, epistemologically and ethically, a first person perspective on learning and personal growth could connect with normative decision making on how to make good life choices. We conclude by briefly highlighting the methodological potential of using outdoor learning environments to help students make informed and wise judgements which show evidence of discernment, deliberation and effective decision making.

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Malcolm Thorburn
Queen's University

References found in this work

After virtue: a study in moral theory.Alasdair C. MacIntyre - 1981 - Notre Dame, Ind.: University of Notre Dame Press.
Experience and education.John Dewey - 1938 - West Lafayette, Ind.: Kappa Delta Pi.
Welfare, happiness, and ethics.L. W. Sumner - 1996 - New York: Oxford University Press.
Pedagogy of the oppressed.Paulo Freire - 1986 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.

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