Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312944
Title: Education as initiation into social practices : an alternative to liberal education
Author: Yoo, Jae-Bong
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1999
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
This thesis aims at examining the possibility of education as initiation into social practices as an alternative to liberal education. To this end, the main arguments run as follows. Firstly, I argue that liberal education, as both the pursuit of rationality and the promotion of personal autonomy, does not give a satisfactory explanation of educational phenomena because of several internal and external criticisms. Both versions of liberal education have limitations for different reasons: in dealing with human practices and practical matters which are raised by vocationalists and in meeting a variety of social or communal demands that are addressed by communitarians, respectively. Secondly, I analyse the notion of 'social practices' as a basis for understanding 'education as initiation into social practices' by examining a conventional conception and some recent influential conceptions. A conventional usage of 'practice' as opposed to 'theory' is inappropriate in terms both of the Greek notion of 'praxis' and of Ryle's 'knowing how' and Wittgenstein's 'language-games', and is also inappropriate from an educational perspective. On the other hand, positively, I establish my conception of social practices as a modified Maclntyrean conception by analysing MacIntyre's conception of 'a practice' in its various dimensions and discussing Miller's and Schatzki's crucial distinctions within social practices. Lastly, I draw the overall picture of 'education as initiation into social practices' by comparing MacIntyre's, Hirst's and Langford's views and by applying them to teaching as education writ small, and I examine its possibility as an alternative to liberal education. I suggest that 'education as initiation into social practices' should be understood in a 'substantial'(prescriptive) sense and, on the basis of this, I tackle curriculum issues and teaching process. I conclude that social practices-based education could be an alternative to liberal education by taking a middle way between liberal education as the pursuit of rationality and as the promotion of personal autonomy.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.312944  DOI: Not available
Keywords: Education & training Education
Share: