東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Toward a regulative virtue epistemol...

Ortwein, Mark Jason.

FindBook

Google Book

Amazon

博客來

Toward a regulative virtue epistemology for the theory and practice of education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward a regulative virtue epistemology for the theory and practice of education./
作者:	Ortwein, Mark Jason.
面頁冊數:	180 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: 9530.
Contained By:	Dissertation Abstracts International73-03A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3486127
ISBN:	9781267034991

Toward a regulative virtue epistemology for the theory and practice of education.
Ortwein, Mark Jason.

Toward a regulative virtue epistemology for the theory and practice of education. - 180 p.

Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: 9530.

Thesis (Ph.D.)--Texas A&M University, 2011.

This item is not available from ProQuest Dissertations & Theses.

This dissertation develops and explores how a particular variety of virtue epistemology (VE) applies to the theory and practice of education. To this end, several key issues are addressed: knowledge and epistemology, knowledge in education, virtue and culture, and the application of a particular variety of VE to education. Furthermore, this dissertation employs a philosophical methodology based in theoretical work from two disciplines---philosophy and education.

ISBN: 9781267034991Subjects--Topical Terms:

783746
Education, Philosophy of.

Toward a regulative virtue epistemology for the theory and practice of education.
LDR:03226nmm a2200325 4500 001 2057832
005 20150622091124.5
008 170521s2011 ||||||||||||||||| ||eng d
020 $a 9781267034991
035 $a (MiAaPQ)AAI3486127
035 $a AAI3486127
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ortwein, Mark Jason. $3 3171716
245 1 0 $a Toward a regulative virtue epistemology for the theory and practice of education.
300 $a 180 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: 9530.
500 $a Adviser: G. Patrick Slattery.
502 $a Thesis (Ph.D.)--Texas A&M University, 2011.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This dissertation develops and explores how a particular variety of virtue epistemology (VE) applies to the theory and practice of education. To this end, several key issues are addressed: knowledge and epistemology, knowledge in education, virtue and culture, and the application of a particular variety of VE to education. Furthermore, this dissertation employs a philosophical methodology based in theoretical work from two disciplines---philosophy and education.
520 $a In Chapter I, I explicate the purpose of this dissertation and provide a rationale for pursuing this project. I also clarify some key terminology, discuss some delimiting factors, and offer chapter previews. In Chapter II, I discuss how Edmond Gettier challenged the standard definition of knowledge as justified true belief. This resulted in the development of virtue-based epistemologies. Having distinguished between several forms of VE, I conclude this chapter by advancing regulative virtue epistemology (RVE). In Chapter III, I provide a conceptual and historical overview of the concept of knowledge in the specific context of educational theory. This discussion provides important context for the application of RVE to educational matters. In Chapter IV, I consider how the concept of virtue is understood in several diverse cultural contexts. Here I ameliorate a potential worry---that virtue is a distinctly Western concept. Finally, in Chapter V, I apply RVE to the theory and practice of education. It is shown that RVE has important implications for the epistemic aims of education---that is, the ultimate knowledge-related purposes of education. Specifically, I find that understanding offers a more holistic account of educational theorizing, and places greater responsibility on teachers and students in their educational activities. I also conclude that RVE widens the aims of education to include other epistemic goods. I then demonstrate that communication---an important feature of education---is also regulated by intellectual virtue. Finally, I present two proposals for teaching from an RVE perspective, and find that each has particular strengths and weaknesses. I conclude with some areas for future research.
590 $a School code: 0803.
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Education, History of. $3 599244
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Epistemology. $3 896969
690 $a 0998
690 $a 0520
690 $a 0727
690 $a 0393
710 2 $a Texas A&M University. $3 718977
773 0 $t Dissertation Abstracts International $g 73-03A.
790 $a 0803
791 $a Ph.D.
792 $a 2011
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3486127