Neoarystotelesowska filozofia edukacji w ujęciu Alasdaira MacIntyre'a

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  • Title: Neoarystotelesowska filozofia edukacji w ujęciu Alasdaira MacIntyre'a
  • Author:
  • Wydawca: Akademia Ignatianum w Krakowie
  • Year: 2019
  • Miejsce wydania: Kraków
  • URL: https://wydawnictwo.ignatianum.edu.pl/neoarystotelesowska-filozofia-edukacji-w-ujeciu-alasdaira-macintyrea.htm
  • ISBN: 978-83-7614-424-5
  • Abstract in English: The Scottish-American philosopher Alasdair MacIntyre (1929–) played a major role in the renewal of Aristotelian virtue ethics, which has been the subject of lively debates of the representatives of various humanistic and social disciplines for several decades now. The present volume is an attempt to transfer the revitalization of Aristotle’s thought by MacIntyre from moral philosophy to the field of pedagogy. It seeks to examine whether MacIntyre’s conceptual instruments can serve as appropriate tools for building a pedagogical theory and solving pedagogical disputes. In order to answer this question, it is first necessary to provide a critical account of the pedagogical implications of MacIntyre’s philosophical position. His perspective on educational issues is that of a moralist. The starting point of his inquiries is the question of good understood in terms of practical wisdom, that is, the question of a good life. The main question of what is a good life? is followed by more detailed questions: What is my good? What goods should I strive for? What is the hierarchy of individual goods? Do I have good reasons to desire the goods that I desire? In order to search for the good and pursue it, one must first receive an appropriate education, understood integrally, and thuscovering both the intellectual and moral aspects. This observation leads us to the question of what a good education is. Various philosophical and pedagogical theories provide different answers to these questions. Therefore, MacIntyre proposes a criterion that would allow him and ourselves to adjudicate between rival theoretical positions. We apply this criterion to evaluate the neo-Aristotelian philosophy of education as contrasted with the liberal and expressivist standpoints. Since the abovementioned issues are fundamental for the philosophy of education, and MacIntyre is a scholar highly respected by educational theorists, especially in the Anglophone world, we can therefore conclude that the reception of his accomplishments by Polish philosophical pedagogy and theory of education has been inadequate so far. This is the rationale for the production of a Polish-language monograph on MacIntyre’s pedagogical legacy. The themes in his output which merit the special attention of philosophers of education include the concept of happiness, dealing with desires in education and self-education, the question of the final end and narrative unity of human life, the importance of theism and of the Catholic tradition, the role of philosophy, literature and art in moral education, the role of the family, and especially of the mother, in education, and the idea of the university, especially of a Catholic one. Little has been written in Poland about MacIntyre’s “revolutionary Aristotelianism” or about the Benedict Option, inspired by the final passage of After Virtue. The ambition of the author of the present book is to fill, at least to some extent, this gap. I draw principally on the mature work of the Scottish philosopher who, after many years of research, came to the conclusion that the most adequate approach to the philosophy of morality and moral education is provided by neo- Aristotelianism, or, more specifically, by Thomistic Aristotelianism. MacIntyre has articulated this viewpoint in the contemporary disputes regarding the foundations of the post-Enlightenment moral culture, the relationship between theory and practice, the role of tradition, the narrative unity and purpose of human life, the role of literature in moral education, the importance of virtues, the teleology of human action, as well as the institutional and political aspects of education. The present monograph seeks to combine philosophical and pedagogical perspectives, since there is a circular connection between these two disciplines. On the one hand, the philosophical reflection on goods is the basis for establishing the ends of education. On the other hand, pedagogy is in need of a philosophical.
  • Keywords:
    • Alasdair MacIntyre
    • Arystoteles
    • cnota
    • etyka
    • filozofia edukacji
    • praktyka
    • teleologia
    • Tomasz z Akwinu
    • tożsamość narracyjna
    • tradycja
  • Language: polski
  • Structure:
    • Wydział Pedagogiczny
    • Instytut Nauk o Wychowaniu
  • Dyscyplina: pedagogika

MARC

  • 002 $a Neoarystotelesowska filozofia edukacji w ujęciu Alasdaira MacIntyre'a
  • 003 $a PAWEŁ KAŹMIERCZAK (Autor)
  • 003 $e 0000-0002-7940-3341
  • 004 $a Publikacja recenzowana
  • 005 $a 2019
  • 006 $c Akademia Ignatianum w Krakowie
  • 007 $a 978-83-7614-424-5
  • 011 $a https://wydawnictwo.ignatianum.edu.pl/neoarystotelesowska-filozofia-edukacji-w-ujeciu-alasdaira-macintyrea.htm
  • 016 $a Kraków
  • 017 $a 240
  • 018 $a polski
  • 022 $a The Scottish-American philosopher Alasdair MacIntyre (1929–) played a major role in the renewal of Aristotelian virtue ethics, which has been the subject of lively debates of the representatives of various humanistic and social disciplines for several decades now. The present volume is an attempt to transfer the revitalization of Aristotle’s thought by MacIntyre from moral philosophy to the field of pedagogy. It seeks to examine whether MacIntyre’s conceptual instruments can serve as appropriate tools for building a pedagogical theory and solving pedagogical disputes. In order to answer this question, it is first necessary to provide a critical account of the pedagogical implications of MacIntyre’s philosophical position. His perspective on educational issues is that of a moralist. The starting point of his inquiries is the question of good understood in terms of practical wisdom, that is, the question of a good life. The main question of what is a good life? is followed by more detailed questions: What is my good? What goods should I strive for? What is the hierarchy of individual goods? Do I have good reasons to desire the goods that I desire? In order to search for the good and pursue it, one must first receive an appropriate education, understood integrally, and thuscovering both the intellectual and moral aspects. This observation leads us to the question of what a good education is. Various philosophical and pedagogical theories provide different answers to these questions. Therefore, MacIntyre proposes a criterion that would allow him and ourselves to adjudicate between rival theoretical positions. We apply this criterion to evaluate the neo-Aristotelian philosophy of education as contrasted with the liberal and expressivist standpoints. Since the abovementioned issues are fundamental for the philosophy of education, and MacIntyre is a scholar highly respected by educational theorists, especially in the Anglophone world, we can therefore conclude that the reception of his accomplishments by Polish philosophical pedagogy and theory of education has been inadequate so far. This is the rationale for the production of a Polish-language monograph on MacIntyre’s pedagogical legacy. The themes in his output which merit the special attention of philosophers of education include the concept of happiness, dealing with desires in education and self-education, the question of the final end and narrative unity of human life, the importance of theism and of the Catholic tradition, the role of philosophy, literature and art in moral education, the role of the family, and especially of the mother, in education, and the idea of the university, especially of a Catholic one. Little has been written in Poland about MacIntyre’s “revolutionary Aristotelianism” or about the Benedict Option, inspired by the final passage of After Virtue. The ambition of the author of the present book is to fill, at least to some extent, this gap. I draw principally on the mature work of the Scottish philosopher who, after many years of research, came to the conclusion that the most adequate approach to the philosophy of morality and moral education is provided by neo- Aristotelianism, or, more specifically, by Thomistic Aristotelianism. MacIntyre has articulated this viewpoint in the contemporary disputes regarding the foundations of the post-Enlightenment moral culture, the relationship between theory and practice, the role of tradition, the narrative unity and purpose of human life, the role of literature in moral education, the importance of virtues, the teleology of human action, as well as the institutional and political aspects of education. The present monograph seeks to combine philosophical and pedagogical perspectives, since there is a circular connection between these two disciplines. On the one hand, the philosophical reflection on goods is the basis for establishing the ends of education. On the other hand, pedagogy is in need of a philosophical.
  • 023 $a Alasdair MacIntyre
  • 023 $a Arystoteles
  • 023 $a cnota
  • 023 $a etyka
  • 023 $a filozofia edukacji
  • 023 $a praktyka
  • 023 $a teleologia
  • 023 $a Tomasz z Akwinu
  • 023 $a tożsamość narracyjna
  • 023 $a tradycja
  • 025 $a Neoarystotelesowska filozofia edukacji w ujęciu Alasdaira MacIntyre'a
  • 336 $a Monografia naukowa
  • 985 $a Wydział Pedagogiczny
  • 985 $b Instytut Nauk o Wychowaniu
  • 999 $a pedagogika

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