Plato, Utilitarianism and Education (International Library of the Philosophy of Education Volume 3)

Nonfiction, Social & Cultural Studies, Political Science, Politics, Reference, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects
Cover of the book Plato, Utilitarianism and Education (International Library of the Philosophy of Education Volume 3) by Robin Barrow, Taylor and Francis
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Author: Robin Barrow ISBN: 9781135171445
Publisher: Taylor and Francis Publication: February 25, 2010
Imprint: Routledge Language: English
Author: Robin Barrow
ISBN: 9781135171445
Publisher: Taylor and Francis
Publication: February 25, 2010
Imprint: Routledge
Language: English

Three lines of argument are central to this book: that Plato's views as expounded in the Republic indicate that he was a utilitarian; that utilitarianism is the only acceptable ethical theory; that these conclusions have significant repercussions for education. Throughout the book the exposition of utilitarianism and the interpretation of the Republic are closely linked. The author assesses the nature of recent Platonic criticism and provides a critical summary of the Republic. He expounds and defends utilitarianismn and examines in greater depth the consequences for education of accepting a utilitarian position, showing how, for example, from this standpoint such key terms in educational debate as 'autonomy' and 'self-development' must be reassessed as educational objectives.

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Three lines of argument are central to this book: that Plato's views as expounded in the Republic indicate that he was a utilitarian; that utilitarianism is the only acceptable ethical theory; that these conclusions have significant repercussions for education. Throughout the book the exposition of utilitarianism and the interpretation of the Republic are closely linked. The author assesses the nature of recent Platonic criticism and provides a critical summary of the Republic. He expounds and defends utilitarianismn and examines in greater depth the consequences for education of accepting a utilitarian position, showing how, for example, from this standpoint such key terms in educational debate as 'autonomy' and 'self-development' must be reassessed as educational objectives.

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