Gareth Matthews on Development and Deficit

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-05-01 DOI:10.1093/jopedu/qhad026
D. Bakhurst
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Abstract

This paper argues that Gareth Matthews’ writing on developmental psychology is both a central part of his philosophical legacy and a contribution of enduring interest. Although he engages with figures, such as Piaget and Kohlberg, who are no longer as influential as they once were, his critique of the ‘deficit model of childhood’ retains its relevance today. While the deficit model holds that any capacity, aptitude, virtue or skill that a child possesses is a deficient version of the same capacity, aptitude, virtue, skill, as possessed by adults, Matthews contends that there are some things adults do badly which children do well, and that children’s curiosity, wonder and imaginative insight is something we should respect—indeed envy—and try to learn from. The paper concludes by raising a number of questions and criticisms of Matthews’ approach that his contemporary followers might fruitfully seek to address.
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加雷斯·马修斯谈发展与赤字
本文认为,加雷思·马修斯关于发展心理学的著作既是他哲学遗产的核心部分,也是一项经久不衰的贡献。尽管他与皮亚杰(Piaget)和科尔伯格(Kohlberg)等人物进行了接触,这些人不再像以前那样有影响力,但他对“童年赤字模型”的批评在今天仍然具有相关性。虽然缺陷模型认为,孩子拥有的任何能力、天赋、美德或技能,都是成年人拥有的相同能力、天赋、美德、技能的缺陷版本,马修斯认为,有些事情成年人做得不好,孩子做得很好,孩子的好奇心、奇迹和富有想象力的洞察力是我们应该尊重的——实际上是羡慕的——并试图从中学习。本文最后提出了对马修斯方法的一些问题和批评,他的当代追随者可能会设法解决这些问题和批评。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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