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ERIC Number: EJ1029349
Record Type: Journal
Publication Date: 2013-Aug
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0309-8249
After Higgins and Dunne: Imagining School Teaching as a Multi-Practice Activity
Davies, Richard
Journal of Philosophy of Education, v47 n3 p475-490 Aug 2013
There remains a concern in philosophy of education circles to assert that teaching is a social practice. Its initiation occurs in a conversation between Alasdair MacIntyre and Joe Dunne which inspired a Special Issue of the "Journal of Philosophy of Education." This has been recently utilised in a further Special Issue by Chris Higgins. In this article I consider two points of conflict between MacIntyre and Dunne and seek to resolve both with a more nuanced understanding of the implications of applying the concept "social practice" to teaching. I critique both Dunne's and Higgins' focus on schools and school teaching. It is their focus on school teaching, rather than a broader account of teaching, that leads them astray. The result is that Dunne and Higgins have not shown that teaching is a social practice. School teaching is not a complex activity, but a complex set of different activities co-located in one place and engaged in by the same agents. In a final section I offer an account of "school teaching" as a multi-practice activity which is consistent with MacIntyre's approach, and argue that schoolteachers have both an institutional and an educative role.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A