RT Article
T1 In Reply to the Learned
JF International journal of value-based management
VO 14
IS 2
SP 171
OP 181
A1 Magnell, Thomas
LA English
PB Proquest
YR 2001
UL https://ixtheo.de/Record/1801630984
AB Liberal education may be highly valued for its humanizing effect, its social value, and its place as a school for wisdom. Each of these reasons for prizing liberal education are discussed in light of distinctions between education as a task and education as an achievement, epistemically slight thought and epistemically robust thought, inherent value and instrumental value as types of extrinsic value, and the historical notion and commencement speaker's notion of liberal education. Consideration is given to the roles of the arts and sciences in liberal education and the limits of philosophy in a school for wisdom.
K1 Willard Van Orman; sciences; self-governance; Shakespeare; values; valuesand education; valuing
K1 Alexander; Plato; political value; practical reasoning; Quine
K1 John Henry; Oxford; personal value; Pope
K1 John Stuart; naturalized epistemology; Newman
K1 Thomas; Mill
K1 C. I.; Magnell
K1 Werner; humanities; humanizing effect; human values; inherent value;instrumental value; intrinsic value; liberal education; Lewis
K1 Martin; Heisenberg
K1 Robert; Heidegger
K1 Kevin; education; education as an achievement; education as a task;education for practical reasoning; elitism; epistemically robust thought;epistemically slight thought; ethics; extrinsic property; extrinsicproperties; extrinsic value; Galileo; Halliday
K1 Chalmers; contributory value; democracy; Dodson
K1 Aristotle; arts; a school for wisdom; autonomy; Bach; Berkeley;Clark
DO 10.1023/A:1011195926367