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ERIC Number: EJ1052677
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0013-1857
Thought and Action in Education
Rømer, Thomas Aastrup
Educational Philosophy and Theory, v47 n3 p260-275 2015
In much theory there is a tendency to place thought above action, or the opposite, action over thought. The consequence of the first option is that philosophy or scientific evidence gains the upper hand in educational thinking. The consequence of the second view is that pragmatism and relativism become the dominant features. This article discusses how different branches of the Aristotelian tradition can mediate between these two views. I argue, contrary to some other Aristotelian approaches, that thinking and action are both separated and yet prerequisites for each other and point to some educational consequences of this way of thinking. To build this argument I draw on selected aspects of the philosophy of Hanna Arendt, Leo Strauss and John Dewey.
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A