Roughing Out the Ground Rules: reason and experience in practical deliberation
Roughing Out the Ground Rules: reason and experience in practical deliberation
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制定基本规则：实际审议中的理由和经验
DOI：
10.1111/j.1467-9752.1995.tb00346.x
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发表时间：
1995
期刊：
影响因子：
--
通讯作者：
David Carr
中科院分区：
文献类型：
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作者：
David Carr
约瑟夫·邓恩在这部真正杰出的著作中取得的成就在许多不同方面对教育哲学具有最高的意义。首先，本书以一种非常新鲜和有趣的方式，通过过去和现在的几位哲学家的工作，探讨了实践知识理念的发展——其中一些哲学家目前对当代教育哲学家产生了巨大的影响。其次，通过追溯实践知识概念的根源，亚里士多德最初对实践知识与理论知识以及不同形式的实践知识进行了区分，他为我们全面介绍了亚里士多德在这一领域的丰硕成果，这些成果追求哲学学术的最高标准。从这个角度来看，尽管亚里士多德的名字和权威在近代的教育哲学中经常被引用，但必须承认，这个名字常常是徒劳的，而其权威的引用却是建立在对原始资料不够仔细的关注的基础上的。那么，就我个人而言，我相信这种对亚里士多德思想的典范性处理可能会适当地羞辱我们中的一些人，让我们重新以邓恩在这次场合显然对他投入的那种细心来阅读这位哲学家大师的著作。第三，然而，邓恩不仅是对思想史的一次新颖的冒险——其本身具有明确和相当大的优点——还试图对实践和技术的本质特征发展一种特定的哲学观点，这与目前在哲学和教育哲学中探讨的其他人有显着而有趣的不同。此外，邓恩以令人信服、清晰和博学的方式提出了这一观点，所有未来诉诸亚里士多德权威的人都必须重视这一点。但是，最后也是最重要的一点是，这也是一位专业教育哲学家的著作，他特别从有关教育实践本质的某些关键问题和问题中得到了启发。
Joseph Dunne’s achievement in this truly remarkable work is of the highest significance for educational philosophy in a number of different respects. First, in a quite fresh and interesting way, the book explores the development of the idea of practical knowledge through the work of several past and present day philosophers-some of whom are currently exercising an enormous influence over contemporary philosophers of education. Secondly, in tracing the notion of practical knowledge to its source in Aristotle’s original distinction of practical from theoretical knowledge, and between different forms of practical knowledge, he has given us a comprehensive account of Aristotle’s fertile work in this area which aspires to the very highest standards of philosophical scholarship. From this perspective, although the name and authority of Aristotle have been frequently invoked in recent educational philosophy, it has to be admitted that the name has often been taken in vain and the authority invoked on the basis of less than careful attention to primary sources. For my own part, then, I trust that this exemplary treatment of Aristotle’s ideas may properly shame some of us into returning to read the works of the master philosopher with the sort of care which Dunne has clearly devoted to him on this occasion. Thirdly, however, as well as being a novel adventure into the history of ideas-of clear and considerable merit in itself-Dunne has also sought to develop a specific philosophical perspective on the essential character of both phronesis and technk which differs markedly and interestingly from others currently canvassed in philosophy and philosophy of education. Moreover, Dunne has presented this perspective with a cogency, clarity and erudition which must be reckoned with by all who would in future appeal to the authority of Aristotle. But, last and by no means least, this is also the work of a professional philosopher of education who has taken his cue specifically from certain crucial issues and problems about the nature of educational practice