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ERIC Number: EJ904734
Record Type: Journal
Publication Date: 2009-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0309-8249
On Education and Initiation
Luntley, Michael
Journal of Philosophy of Education, v43 suppl s1 p41-56 Oct 2009
In this paper I take up Peters' invitation to think of education in terms of initiation. I argue that the concept of initiation demands much closer scrutiny and analysis in order to provide a substantive thesis about education. A key challenge concerns how we conceive of the initiate. The very idea of initiation suggests that, in some interesting sense, the pupil qua initiate joins in learning activities; their role is more than that of passive recipient of values and belief. But it is a substantive challenge to give a principled account of the trajectory from initiate to full member of a learning community. It requires that we take seriously the question: "How can a pupil be engaged in something that they do not yet understand?". This can be taken as an abstract philosophical question--a "How possible" question closely connected to the paradox of learning--and also as an empirical question about the preferred specifics of a pedagogy for engaging learners. I sketch options for answering the first and review how my preferred option segues into the details of an answer to the latter.
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; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A