The virtue of education

dc.contributor.author	Higgs, P.
dc.date.accessioned	2012-02-23T13:17:01Z
dc.date.available	2012-02-23T13:17:01Z
dc.date.issued	2000
dc.identifier.citation	Higgs, P. 2000,'The virtue of education', Phronimon: Journal of the SA Society for Greek Philosophy and the Humanities, vol. 2, no. 2, pp. 144-155.
dc.identifier.uri	http://hdl.handle.net/10500/5465
dc.description.abstract	Every educational research community is infused with the sensibilities of intellectual epochs and movements that anteceded it and that gave rise to it. In the decade approaching the end of the 20th century educational researchers are becoming increasingly aware that there are insistent humanistic, romantic and critical sensibilities that subtly pervade our present day search for a self- conscious way of thinking, which in turn supplants the performative demands of a technological rationality which emphasises a competency-based approach in education. These sensibilities are evident in that interest which is akin to a fascination with openness and indeterminateness, and revealed in educational debates about norms, values, truth and the epistemology of reflective practice	en
dc.language.iso	en	en
dc.subject	Education	en
dc.subject	Teaching	en
dc.title	The virtue of education	en
dc.type	Article	en