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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Phronesis and Transformative Learning: A Joint Challenge for Moral Philosophy and Educational Theory
Author(s)
Vasiliki Karavakou
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DOI:10.17265/2159-5313/2018.08.005
Affiliation(s)
University of Macedonia
ABSTRACT
Strengthening
moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical
space. For both Aristotle and Mezirow, the exercise of morality, or rising to
the standard of moral choice, decision, and action, is not the result of an
intuitive achievement or a sudden understanding of a morally demanding
situation but a lifelong affair. Our strategy here addresses three aims:
Firstly, to invoke and reclaim the endemic bond between education in the
broader sense of paideia and the
significant role that reeds to be re-ascribed to moral education. This allows a
turn towards qualitative features and makes room for an inclusion of moral
education, or values education, within education. Secondly, to portray the exercise
of autonomy, choice, and judgment as a result of paideutic development; both
theories share the assumption that moral learning rests on constant reflection
upon past experiences and the zetesis of future goals. Thirdly, to focus on the way one reclaims the right to
exercise judgment, whenever this is required. A joint study of the two theories
may enlighten the content of this lifelong reflective procedure.
KEYWORDS
phronesis, moral (lifelong) education, transformative learning
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