LEADER 01493nam 2200349 n 450 001 996390057403316 005 20221107222604.0 035 $a(CKB)4940000000103355 035 $a(EEBO)2240922561 035 $a(UnM)99846541e 035 $a(UnM)99846541 035 $a(EXLCZ)994940000000103355 100 $a19911030d1629 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 04$aThe tragedie of King Richard the Third$b[electronic resource] $eContayning his trecherous plots, against his brother Clarence: the pittifull murther of his inocent nepthewes [sic]: his tiranous vsurpation: with the whole course of his detested life, and most deserued death. As it hath beene lately acted by the Kings Maiesties Sernauts [sic]. Newly agmented [sic]. By William Shake-speare 210 $aLondon $cPrinted by Iohn Norton, and are to be sold by Mathew Law, dwelling in Pauls Church-yeard, at the signe of the Foxe, neere St. Austines gate$d1629 215 $a[92] p 300 $aIn verse. 300 $aSignatures: A-L? Mē . 300 $aRunning title reads: The tragedie of Richard the Third. 300 $aReproduction of the original in the Folger Shakespeare Library. 330 $aeebo-0055 700 $aShakespeare$b William$f1564-1616.$0132200 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996390057403316 996 $aThe tragedie of King Richard the Third$92302455 997 $aUNISA LEADER 04663nam 22006255 450 001 9910337747303321 005 20250610110235.0 010 $a9783319922768 010 $a3319922769 024 7 $a10.1007/978-3-319-92276-8 035 $a(CKB)4100000004835365 035 $a(DE-He213)978-3-319-92276-8 035 $a(MiAaPQ)EBC5430746 035 $a(MiAaPQ)EBC29309670 035 $a(EXLCZ)994100000004835365 100 $a20180614d2019 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAlasdair MacIntyre, Rationality and Education $eAgainst Education of Our Age /$fby Steven A. Stolz 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (XIV, 71 p.) 225 1 $aSpringerBriefs on Key Thinkers in Education,$x2211-9388 311 08$a9783319922751 311 08$a3319922750 320 $aIncludes bibliographical references. 330 $aDespite 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. . 410 0$aSpringerBriefs on Key Thinkers in Education,$x2211-9388 606 $aEducation$xPhilosophy 606 $aCritical thinking 606 $aEducational sociology 606 $aLearning, Psychology of 606 $aEducational Philosophy 606 $aPhilosophy of Education 606 $aCritical Thinking 606 $aSociology of Education 606 $aInstructional Psychology 615 0$aEducation$xPhilosophy. 615 0$aCritical thinking. 615 0$aEducational sociology. 615 0$aLearning, Psychology of. 615 14$aEducational Philosophy. 615 24$aPhilosophy of Education. 615 24$aCritical Thinking. 615 24$aSociology of Education. 615 24$aInstructional Psychology. 676 $a370.1 700 $aStolz$b Steven A$4aut$4http://id.loc.gov/vocabulary/relators/aut$01058070 906 $aBOOK 912 $a9910337747303321 996 $aAlasdair MacIntyre, Rationality and Education$92496932 997 $aUNINA