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ERIC Number: EJ927592
Record Type: Journal
Publication Date: 2010-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-0309-8249
Vocational Education, Knowing How and Intelligence Concepts
Winch, Christopher
Journal of Philosophy of Education, v44 n4 p551-567 Nov 2010
Debates about the nature of practical knowledge and its relationship with declarative knowledge have, over the last ten years, been lively. Relatively little has, however, been written about the educational implications of these debates, particularly about the educational implications of the two broad families of positions known respectively as "Intellectualism" and "Anti-intellectualism". Neither has much appeared in the literature about what Ryle called "intelligence epithets" or evaluative elaborations on attributions of know how. Yet the use of intelligence epithets is a central feature of Ryle's account of knowing how and that account cannot be adequately understood without an appreciation of their importance. The paper will offer a qualified defence of anti-intellectualism about practical knowledge, paying particular attention to the importance of intelligence epithets and, second, argue that anti-intellectualism offers the best opportunity for constructing a rationale for vocational and professional education that gives broad forms of agency, autonomous action and the pursuit of excellence their due place in such programmes.
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 - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A