02252nam0 22005053i 450 SBL032945420231121125821.0883650017X9788836500178IT805003 19960509d1979 ||||0itac50 baitaitz01i xxxe z01nAbruzzo, Molise4. edMilanoTouring club italiano1979534 p., 32 p. di tav.ill.17 cm[9] carte geograficheGuida d'Italia17In custodia001CFI00144952001 Guida d'Italia1771202Touring club italianoCFIV002046070AbruzzoGuideFIRRMLC062155IMoliseGuideFIRRMLC062156I914.571Geografia. Abruzzo e Molise21Touring club italianoCFIV0020460705623TCICFIV148662Touring club italianoTouring club of ItalyCFIV178973Touring club italianoItalienischer Touring ClubCFIV277665Touring club italianoTouring club editoreCFIV323587Touring club italianoTouring club ciclistico italianoNAPV111118Touring club italianoConsociazione turistica italianaRAVV054909Touring club italianoITIT-0119960509IT-RM0290 IT-RM0313 IT-RM0281 IT-RM0285 IT-RM0460 IT-FR0017 BIBLIOTECA ANGELICARM0290 BIBLIOTECA CASANATENSERM0313 BIBLIOTECA VALLICELLIANARM0281 Biblioteca Dell'Istituto Nazionale Di Studi RomaniRM0285 Biblioteca Dell' Archivio Centrale Dello StatoRM0460 Biblioteca umanistica Giorgio ApreaFR0017 NSBL0329454Biblioteca umanistica Giorgio Aprea 52MAG 5 Coll A 17 52VM 0000427655 VMB RS barcode:000016242. - Inventario:17393 FLSVMA 2004041420121204 06 07 08 13 27 52Abruzzo, Molise106244UNICAS04663nam 22006255 450 991033774730332120250610110235.09783319922768331992276910.1007/978-3-319-92276-8(CKB)4100000004835365(DE-He213)978-3-319-92276-8(MiAaPQ)EBC5430746(MiAaPQ)EBC29309670(EXLCZ)99410000000483536520180614d2019 u| 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierAlasdair MacIntyre, Rationality and Education Against Education of Our Age /by Steven A. Stolz1st ed. 2019.Cham :Springer International Publishing :Imprint: Springer,2019.1 online resource (XIV, 71 p.) SpringerBriefs on Key Thinkers in Education,2211-93889783319922751 3319922750 Includes bibliographical references.Despite Alasdair MacIntyre being known as an academic who has made many notable contributions to a range of areas in philosophy, his thinking on education is not as well-known and/or properly understood by most audiences and readerships that predominantly reside in educational contexts. With this in mind, this book aims to provide a critique of MacIntyre’s thinking about education, and hence commences with a central theme found in MacIntyre’s extensive corpus concerning the fragmentation and disunification of ideas found in our culture and society that stems both from the rejection of metaphysics and what it means to be a human being living within the context of history. According to MacIntyre, part of the problem why this has occurred is due to educational institutions, particularly universities failing to resist the pressure exerted from industry and the state to conform. Unfortunately, this has resulted in a type of intellectual dissensus where the shared conceptions of rational enquiry and the role of reason have been replaced by pluralistic notions of private and personal choices concerning the good, and a disillusionment with reason that is ultimately exhibited as apathy and conformism. In order to overcome this apathy and conformism found in our culture and society, MacIntyre’s educational project is concerned with the cultivation of rationality; however, this is not an easy undertaking because it involves students being confronted with alternative – sometimes rather hostile – rival traditions so they both come to see rival points of view and understand that each tradition, including their own, does not come from a neutral or value-neutral standpoint. To MacIntyre, dialectical encounters between traditions is a crucial starting point of a good education, but for intellectual and academic progress to be made, rational enquiry needs to be grounded in a shared understanding of first principles that aims at truth and rational vindication. It is this shiftin thinking that is of interest in the latter part of this book, particularly MacIntyre’s views around tradition-orientated communities of practice. Here, MacIntyre is concerned with the praxis of his educational project and the crucial role tradition-orientated communities play in the cultivation of independent reasoners who are capable of seeing the interconnectedness between different forms of knowledge that can lead us to an informed discovery of both the truth, and of the good, but most importantly exhibit virtuous dispositions which are vital to good practical reasoning. .SpringerBriefs on Key Thinkers in Education,2211-9388EducationPhilosophyCritical thinkingEducational sociologyLearning, Psychology ofEducational PhilosophyPhilosophy of EducationCritical ThinkingSociology of EducationInstructional PsychologyEducationPhilosophy.Critical thinking.Educational sociology.Learning, Psychology of.Educational Philosophy.Philosophy of Education.Critical Thinking.Sociology of Education.Instructional Psychology.370.1Stolz Steven Aauthttp://id.loc.gov/vocabulary/relators/aut1058070BOOK9910337747303321Alasdair MacIntyre, Rationality and Education2496932UNINA