ERIC Number: EJ1056301
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: N/A
Becoming Autonomous: Nonideal Theory and Educational Autonomy
Wilson, Terri S.; Ryg, Matthew A.
Educational Theory, v65 n2 p127-150 Apr 2015
Autonomy operates as a key term in debates about the rights of families to choose distinct approaches to education. Yet, what autonomy means is often complicated by the actual circumstances and contexts of schools, families, and children. In this essay, Terri S. Wilson and Matthew A. Ryg focus on the challenges involved in translating an ideal of educational autonomy into the "nonideal" contexts and circumstances that surround families' choices. Drawing on the methodological insights of Elizabeth Anderson and John Dewey, they sketch out a nonideal approach for exploring autonomy. Wilson and Ryg particularly focus on Dewey's notion of an ideal, his treatment of autonomy as a concept, and his view of the self. Such a nonideal approach draws attention toward the specific circumstances, habits, and environments that make autonomy possible. Wilson and Ryg illustrate the salience of this nonideal approach by exploring one example of an empirically engaged study of autonomy.
Descriptors: Self Concept, Personal Autonomy, Educational Philosophy, Social Environment, Parent Attitudes, Context Effect, Educational Theories, School Choice
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A