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Reconciling Divisions in the Field of Authentic Education
Author(s) -
Sarid Ariel
Publication year - 2015
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/1467-9752.12113
Subject(s) - ambiguity , field (mathematics) , autonomy , sociology , identity (music) , perspective (graphical) , epistemology , relation (database) , pedagogy , aesthetics , political science , law , computer science , philosophy , mathematics , database , artificial intelligence , pure mathematics , programming language
The aim of this article is twofold: first, to identify and address three central divisions in the field of authentic education that introduce ambiguity and at times inconsistencies within the field of authentic education. These divisions concern a) the relationship between autonomy and authenticity; b) the division between the two basic attitudes towards ‘care’ in the authenticity literature, and; c) the well‐worn division between objective and subjective realms of knowledge and identity construction. Addressing these divisions through C harles T aylor's distinction between active and passive aspects of authenticity, I believe, will lead to a better understanding of the main issues involved in conceptualising and applying authenticity‐based education. Second, to present what I call The Postconventional Authentic Relation‐to‐Self ( PARTS ) as a basis for overcoming and reconciling the above divisions. I shall conclude by providing some examples of the way the perspective envisioned by PARTS can be applied to educational practices.