| Popis: |
In this paper, the condition of the educational environment in which the author has been working is examined using three examples representing three different levels of practice, namely, policy, teaching, and learning, to illustrate why the idea of critical thinking and thus philosophy are not able to draw the attention of the participants in the field. To argue for an alternative, an elucidation of the ethical dimension of the issue-inquiry approach to teaching and learning in the light of the Aristotelian notion of phronesis or practical wisdom is introduced. At the end of this paper, an example illustrating the extent to which this approach could contribute to attaining deeper learning and initiating a continuing quest to understand is discussed. |
