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dc.contributor.advisor Deutsch, Eliot en_US
dc.contributor.author Yos, Thomas S en_US
dc.date.accessioned 2008-10-24T23:56:20Z en_US
dc.date.available 2008-10-24T23:56:20Z en_US
dc.date.issued 2002 en_US
dc.identifier http://proquest.umi.com/pqdweb?index=0&did=765044631&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1209165406&clientId=23440 en_US
dc.identifier.uri http://hdl.handle.net/10125/3048 en_US
dc.description Thesis (Ph. D.)--University of Hawaii at Manoa, 2002. en_US
dc.description Mode of access: World Wide Web. en_US
dc.description Includes bibliographical references (leaves 285-296). en_US
dc.description Electronic reproduction. en_US
dc.description Also available by subscription via World Wide Web en_US
dc.description xiii, 296 leaves, bound 29 cm en_US
dc.description.abstract What should be the primary aims of education? How might these aims be realized? These are foundational questions which Plato raised long ago in his Republic. The first of these questions is a normative, and profoundly philosophical, one which provides guidance to the whole endeavor of education. The second of these questions is a pedagogical one which informs educators as to how their work can be best conducted. In this work I endeavor to answer these interlocking educational questions. I follow most closely in the footsteps of John Dewey. I believe that Dewey had it right when, decades ago, he argued that education ought to be concerned with the cultivation of good judgment. But here a difficulty arises. For "good judgment" is a complex philosophical concept which spills over into considerations of thinking, knowing, deciding, and acting. Despite the efforts of philosophers such as Aristotle, Kant, and Dewey, there is a lack of agreement about the precise meaning of good judgment. Before moving into matters of education, then, I first endeavor to vanquish this lack of conceptual clarity. What is good judgment? What are its elements? Can it, for that matter, even be cultivated? Having gotten clear on what good judgment is, I turn to matters of education. First, I argue that a vital task of education is the cultivation of good judgment. I then turn to the practical matter of how one might go about cultivating good judgment. The community of inquiry approach employed by The Philosophy for Children Program, I contend, is an effective pedagogical means through which to cultivate good judgment. en_US
dc.format electronic resource en_US
dc.language.iso en-US en_US
dc.publisher University of Hawaii at Manoa en_US
dc.relation Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa) no. 4281 en_US
dc.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner. en_US
dc.rights.uri https://scholarspace.manoa.hawaii.edu/handle/10125/2133 en_US
dc.title Educating for good judgment en_US
dc.type Thesis en_US
dc.type.dcmi Text en_US
dc.contributor.department Philosophy en_US
dc.description.degree PhD en_US
dc.date.graduated 2002-12 en_US
local.identifier.callnumber AC1 .H3 no. 4281 en_US

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