View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Texas A&M Repository TOWARD A REGULATIVE VIRTUE EPISTEMOLOGY FOR THE THEORY AND PRACTICE OF EDUCATION A Dissertation by MARK JASON ORTWEIN Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2011 Major Subject: Curriculum & Instruction Toward a Regulative Virtue Epistemology for the Theory and Practice of Education Copyright 2011 Mark Jason Ortwein TOWARD A REGULATIVE VIRTUE EPISTEMOLOGY FOR THE THEORY AND PRACTICE OF EDUCATION A Dissertation by MARK JASON ORTWEIN Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, G. Patrick Slattery Committee Members, B. Stephen Carpenter, II Larry J. Kelly Benjamin McMyler Head of Department, Dennie Smith August 2011 Major Subject: Curriculum & Instruction iii ABSTRACT Toward a Regulative Virtue Epistemology for the Theory and Practice of Education. (August 2011) Mark Jason Ortwein, B.A., Oklahoma State University; M.S., Pittsburg State University Chair of Advisory Committee: Dr. G. Patrick Slattery This dissertation develops and explores how a particular variety of virtue epistemology (VE) applies to the theory and practice of education. To this end, several key issues are addressed: knowledge and epistemology, knowledge in education, virtue and culture, and the application of a particular variety of VE to education. Furthermore, this dissertation employs a philosophical methodology based in theoretical work from two disciplines—philosophy and education. In Chapter I, I explicate the purpose of this dissertation and provide a rationale for pursuing this project. I also clarify some key terminology, discuss some delimiting factors, and offer chapter previews. In Chapter II, I discuss how Edmond Gettier challenged the standard definition of knowledge as justified true belief. This resulted in the development of virtue-based epistemologies. Having distinguished between several forms of VE, I conclude this chapter by advancing regulative virtue epistemology (RVE). In Chapter III, I provide a conceptual and historical overview of the concept of knowledge in the specific context of educational theory. This discussion provides important context for the application of RVE to educational matters. In iv Chapter IV, I consider how the concept of virtue is understood in several diverse cultural contexts. Here I ameliorate a potential worry—that virtue is a distinctly Western concept. Finally, in Chapter V, I apply RVE to the theory and practice of education. It is shown that RVE has important implications for the epistemic aims of education—that is, the ultimate knowledge-related purposes of education. Specifically, I find that understanding offers a more holistic account of educational theorizing, and places greater responsibility on teachers and students in their educational activities. I also conclude that RVE widens the aims of education to include other epistemic goods. I then demonstrate that communication—an important feature of education—is also regulated by intellectual virtue. Finally, I present two proposals for teaching from an RVE perspective, and find that each has particular strengths and weaknesses. I conclude with some areas for future research. v DEDICATION For Sarah vi ACKNOWLEDGEMENTS Many were involved in the writing of this dissertation. First, I would like to acknowledge the contributions of my dissertation committee. Professor Patrick Slattery, the chair of my dissertation committee, was a constant source of support and insight throughout the writing and thinking process. I am truly thankful for his guidance and example, and for his intellectual courage and tenacity. Indeed, without his encouragement, I would never have pursued philosophy of education! Likewise, Professor Benjamin McMyler offered lucid comments and suggestions that drastically improved the overall quality of this dissertation—especially Chapters II and V. Professor Larry Kelly offered valuable practical and professional advice that will serve me for years to come. Finally, Professor B. Stephen Carpenter II provided intelligent and pinpointed observations about my draft; these comments were invaluable. And, second, I would like to acknowledge the immeasurable support of my family and friends. Without my wife, Sarah, and my three children—Ava, Ruby, and Dashiell—I would not have finished this dissertation. That is the simple and honest truth. I would also like to thank my mother and father, Jay C. Ortwein and Karen L. Ortwein, for reading, and reading, and reading to me. To the staff at Mugwalls—thanks for the “threefill” and “office space.” And, hearty thanks to my pals at Apartment 43—Phillip Gregg, Aaron Watson, Trey Bechtold, Corey Suter, Chris Adams, Adam Wright, Jake Free, and Sam Free. You guys are great. vii NOMENCLATURE NCLB No Child Left Behind RVE Regulative Virtue Epistemology VE Virtue Epistemology viii TABLE OF CONTENTS Page ABSTRACT .............................................................................................................. iii DEDICATION .......................................................................................................... v ACKNOWLEDGEMENTS ...................................................................................... vi NOMENCLATURE .................................................................................................. vii TABLE OF CONTENTS .......................................................................................... viii CHAPTER I INTRODUCTION ................................................................................ 1 Background .................................................................................... 1 Rationale and Purpose .................................................................... 2 The Significance of Epistemology ................................................. 6 Definitions ...................................................................................... 8 Delimitations .................................................................................. 11 Assumptions ................................................................................... 13 Methodology .................................................................................. 14 Chapter Previews ............................................................................ 15 II EPISTEMOLOGY: TWENTIETH CENTURY DEVELOPMENTS . 19 What Is Epistemology? .................................................................. 19 What Is Knowledge? ...................................................................... 20 Foundations for Virtue Epistemology ............................................ 21 Some Forms of Virtue Epistemology ............................................. 25 Virtue Reliabilism ................................................................. 26 Virtue Responsibilism ........................................................... 28 Appropriating Aristotle—Linda Zagzebski ........................... 31 Narrow and Wide Virtue Epistemology ......................................... 32 A Rationale for Regulative Virtue Epistemology .......................... 34 A Regulative Virtue Epistemology ................................................ 35 Conclusion ...................................................................................... 45 ix CHAPTER Page III KNOWLEDGE AND EDUCATION: HISTORICAL AND CONCEPTUAL FOUNDATIONS ...................................................... 46 Curriculum Development and the Reconceptualization ................. 47 Epistemic Shifts in Educational Theory ......................................... 51 Anti-realist Educational Epistemologies ............................... 53 Critical Epistemologies ......................................................... 64 Realist Epistemologies .......................................................... 72 Analogies in Education and Epistemology .................................... 76 IV VIRTUE IN CONTEXT ...................................................................... 79 Preliminary Remarks ...................................................................... 79 Virtue in Cultural Contexts ............................................................ 82 Chinese Virtue—Confucianism ............................................ 82 South Asian Virtue—Buddhism ............................................ 89 Greek Philosophy .................................................................. 97 African Concepts of Virtue ................................................... 104 Points of Contact and Divergence .................................................. 110 V CONCLUSION: CONCERNING THE APPLICATION OF VIRTUE EPISTEMOLOGY TO THE THEORY AND PRACTICE OF EDUCATION ....................................................................................... 116 Introduction .................................................................................... 116 The Epistemic Purposes of Education ............................................ 118 Knowledge ............................................................................. 119 Acquaintance ......................................................................... 120 Understanding ....................................................................... 122 Love of