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Pedagogical symmetry and the cultivation of humanity: Nussbaum, Seneca and symmetry in the teacher-pupil relationship

Citation

Moltow, DT, Pedagogical symmetry and the cultivation of humanity: Nussbaum, Seneca and symmetry in the teacher-pupil relationship, Arts & Humanities in Higher Education, 13, (1-2) pp. 115-127. ISSN 1741-265X (2014) [Refereed Article]

Copyright Statement

Copyright 2014 Sage

DOI: doi:10.1177/1474022213509179

Abstract

Martha Nussbaum argues that the aims of higher education ought to include the development in pupils of the capacity to contribute to the cultivation of humanity as intelligent, global citizens. For Nussbaum, ‘training’ in this capacity is distinctly ‘philosophical’ and she proposes that, to achieve this, teacher–pupil relationships ought to be ‘strongly symmetrical’ along the lines of the teaching model evinced in Seneca’s Epistles. In this paper, I examine Nussbaum’s proposal in relation to an intentional account of teaching and consider how it fits within the Stoic framework before examining how her argument for symmetry aligns with that evidenced in Seneca. I show that Nussbaum’s argument for pedagogical symmetry is sustained neither by evidence from Seneca nor by the account of teaching implied in her own proposal for education

Item Details

Item Type:Refereed Article
Keywords:Liberal education, pedagogical symmetry, citizenship, philosophy, Seneca
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
Author:Moltow, DT (Dr David Moltow)
ID Code:90461
Year Published:2014
Deposited By:Education
Deposited On:2014-04-04
Last Modified:2017-06-23
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