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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 |
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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 curriculum |
Objective Field: | Pedagogy |
UTAS Author: | Moltow, DT (Dr David Moltow) |
ID Code: | 90461 |
Year Published: | 2014 |
Deposited By: | Education |
Deposited On: | 2014-04-04 |
Last Modified: | 2017-11-20 |
Downloads: | 0 |
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