{"title":"继续对话","authors":"Philip Kitcher","doi":"10.1093/jopedu/qhad027","DOIUrl":null,"url":null,"abstract":"ABSTRACT I offer some responses to the principal points raised by Ben Kotzee, Alexis Gibbs, Sheron Fraser-Burgess, and Nigel Tubbs in their commentaries on my book, The Main Enterprise of the World: Rethinking Education (MEW), and to John White's penetrating and constructive review (the four commentaries and White's review all appear in this issue). In reply to Kotzee's challenge, I argue that MEW supports an improved approach to specialized scientific education, and that worries about the future of technology are unfounded. Gibbs’ critique, I contend, assumes a one-size-fits-all approach to the arts, in an area where I am concerned to make fine differentiations. Fraser-Burgess is right to wonder how my educational program can overcome the problems of multicultural, multiracial, multiethnic societies, but I maintain that the approach to educating citizens MEW outlines is the appropriate means to address those problems. Finally, I am happy to modify my conception of the Deweyan Society by introducing the kinds of Socratic explorations Tubbs proposes. John White introduces a number of significant issues and concerns. Some of these arise, I claim, from his adoption of familiar versions of concepts MEW takes pains to explicate in new ways. Since I argue for the superiority of my explicated versions, I view the correct strategy to involve discarding the presuppositions of the traditional notions White favours. With respect to moral education, for example, White's ‘precept-centered’ conception contrasts with my emphasis on the fundamental importance of skills of mutual engagement. His most extensive discussion, on my approach to fulfilment, poses a deep challenge. Here, I attempt to clarify and motivate the concepts I deploy. With respect to his review, however, as with my exchanges with the other commentators, this response can only be the beginning of what I hope will continue to be a fruitful conversation.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Continuing the conversation\",\"authors\":\"Philip Kitcher\",\"doi\":\"10.1093/jopedu/qhad027\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT I offer some responses to the principal points raised by Ben Kotzee, Alexis Gibbs, Sheron Fraser-Burgess, and Nigel Tubbs in their commentaries on my book, The Main Enterprise of the World: Rethinking Education (MEW), and to John White's penetrating and constructive review (the four commentaries and White's review all appear in this issue). 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引用次数: 0
摘要
本·科泽、亚历克西斯·吉布斯、谢伦·弗雷泽-伯吉斯和奈杰尔·塔布斯在对我的著作《世界的主要事业:重新思考教育》(the Main Enterprise of the World: Rethinking Education, MEW)的评论中提出的主要观点,以及约翰·怀特(John White)深刻而富有建设性的评论(这四篇评论和怀特的评论都出现在本期杂志上),我将对此做出一些回应。在回答Kotzee的挑战时,我认为新经济周刊支持一种改进的专业科学教育方法,对技术未来的担忧是没有根据的。我认为,吉布斯的批评假设了一种一刀切的艺术方法,而我所关注的是在这个领域做出细微的区分。弗雷泽-伯吉斯想知道我的教育计划如何能够克服多元文化、多种族、多民族社会的问题,这是对的,但我坚持认为,《新经济学》概述的教育公民的方法是解决这些问题的适当手段。最后,我很高兴通过介绍塔布斯提出的各种苏格拉底式探索来修改我对杜威社会的概念。John White介绍了一些重要的问题和关注点。我认为,其中一些是由于他采用了熟悉的概念版本,而MEW煞费苦心地用新的方式来解释。既然我主张我的解释版本的优越性,我认为正确的策略包括抛弃怀特所支持的传统观念的前提。例如,在道德教育方面,怀特的“以戒律为中心”的概念与我对相互参与技能的基本重要性的强调形成了对比。他最广泛的讨论是关于我实现自我的方法,这构成了一个深刻的挑战。在这里,我试图澄清和激发我所部署的概念。然而,关于他的审查,正如我与其他评论员的交流一样,这一答复只能是我希望将继续是富有成果的对话的开始。
ABSTRACT I offer some responses to the principal points raised by Ben Kotzee, Alexis Gibbs, Sheron Fraser-Burgess, and Nigel Tubbs in their commentaries on my book, The Main Enterprise of the World: Rethinking Education (MEW), and to John White's penetrating and constructive review (the four commentaries and White's review all appear in this issue). In reply to Kotzee's challenge, I argue that MEW supports an improved approach to specialized scientific education, and that worries about the future of technology are unfounded. Gibbs’ critique, I contend, assumes a one-size-fits-all approach to the arts, in an area where I am concerned to make fine differentiations. Fraser-Burgess is right to wonder how my educational program can overcome the problems of multicultural, multiracial, multiethnic societies, but I maintain that the approach to educating citizens MEW outlines is the appropriate means to address those problems. Finally, I am happy to modify my conception of the Deweyan Society by introducing the kinds of Socratic explorations Tubbs proposes. John White introduces a number of significant issues and concerns. Some of these arise, I claim, from his adoption of familiar versions of concepts MEW takes pains to explicate in new ways. Since I argue for the superiority of my explicated versions, I view the correct strategy to involve discarding the presuppositions of the traditional notions White favours. With respect to moral education, for example, White's ‘precept-centered’ conception contrasts with my emphasis on the fundamental importance of skills of mutual engagement. His most extensive discussion, on my approach to fulfilment, poses a deep challenge. Here, I attempt to clarify and motivate the concepts I deploy. With respect to his review, however, as with my exchanges with the other commentators, this response can only be the beginning of what I hope will continue to be a fruitful conversation.
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.