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001445460 019__ $$a1306021751$$a1306052179
001445460 020__ $$a9783030957148$$q(electronic bk.)
001445460 020__ $$a3030957144$$q(electronic bk.)
001445460 020__ $$z9783030957131
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001445460 0247_ $$a10.1007/978-3-030-95714-8$$2doi
001445460 035__ $$aSP(OCoLC)1306056516
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001445460 049__ $$aISEA
001445460 050_4 $$aLB14.7$$b.M3713 2022
001445460 08204 $$a370.1$$223
001445460 1001_ $$aMarabini, Alessia,$$eauthor.
001445460 24010 $$aEpistemologia dell'educazione.$$lEnglish
001445460 24510 $$aCritical thinking and epistemic injustice :$$ban essay in epistemology of education /$$cAlessia Marabini.
001445460 264_1 $$aCham :$$bSpringer,$$c[2022]
001445460 264_4 $$c©2022
001445460 300__ $$a1 online resource (239 pages).
001445460 336__ $$atext$$btxt$$2rdacontent
001445460 337__ $$acomputer$$bc$$2rdamedia
001445460 338__ $$aonline resource$$bcr$$2rdacarrier
001445460 4901_ $$aContemporary philosophies and theories in education ;$$vvolume 20
001445460 504__ $$aIncludes bibliographical references.
001445460 5050_ $$aIntro -- Foreword -- Preface -- Acknowledgements -- Contents -- About the Author -- Chapter 1: Introduction -- References -- Chapter 2: Reasoning -- 2.1 The Nature of Reasoning -- 2.2 Gilbert Harman: Reasoning and Rationality as a Change in View -- 2.3 Inferences. Material Inference, Reasoning, and the Non-monotonic Norm: Evaluating Conceptual Competence as an Explicit and... -- 2.3.1 Skills, Inferences, and Evaluation: A Case in Point -- 2.3.2 Robert Brandom: Formal Inference and Material Inference -- 2.3.3 Concepts and Understanding: The Ultimate Nature of Concepts
001445460 5058_ $$a2.3.4 Conceptual Content, Material Inference and Non-monotonic Norms -- 2.4 Jan Derry: Inferentialism and the Critique of the Representational Notion of Concepts -- 2.5 Conclusions -- References -- Chapter 3: Ethics, Education, and Reasoning -- 3.1 Ethical Judgements -- 3.2 Virtue Ethics -- 3.2.1 Linda Zagzebski: Responsibility and Virtue -- 3.3 The Epistemology of Virtues (Virtue Epistemology) -- 3.3.1 Sosa: Reliability, Conditionality, and Epistemic Virtue -- 3.3.2 Duncan Pritchard: The Cognitive Goal Beyond Cognitive Success -- 3.3.3 Jason Baehr: Intellectual Virtues and Critical Thinking
001445460 5058_ $$a3.3.4 Ben Kotzee: The Social Realism Didactic Theory Between Fluency and Realist Didactics -- 3.4 Critical Thinking and Ethics: Fostering a Fair-Minded Thinker -- 3.4.1 Side Effects of Different Conception of Thinking in Education -- 3.4.1.1 Epistemic Asymmetry and Rationality -- 3.4.1.2 Can Critical Thinking Be Intended as a Key Competence? -- 3.4.1.3 Critical Thinking, Key Competencies, and the Alleged Aim of `a Good Life ́ -- 3.4.1.4 The Prototype of Society as a Criterion of Key Competence Selection and the Value of Time
001445460 5058_ $$a3.4.1.5 Temporal Norms and a Theory of Non-alienated vs Theory of Good Life -- 3.4.1.6 Side Effects of Critical Thinking as a General Key Competence and Moral Values -- 3.4.1.7 The `Linear ́Rational Style of the Competent Society -- 3.4.2 The Epistemology of Education -- 3.4.3 Richard Paul and Linda Elder on Critical Thinking and the Purposes of Education -- 3.4.3.1 Fair-Minded Critical Thinking vs Selfish Critical Thinking in Education to Ethics -- 3.4.4 The Ability to Make Inferences -- 3.4.5 Assumptions -- 3.4.6 Inferences, Sociocentric Thinking, and Multiculturalism
001445460 5058_ $$a3.5 Rational Imagination, Abduction, and Counterfactual Reasoning: The Non-monotonic Nature of Competence Between Knowledge Ex... -- 3.5.1 Timothy Williamson: Abductive Thinking, Counterfactuals, and Knowledge Extension -- 3.5.2 Ruth Byrne: Rational Imagination, Inferences, and Counterfactual Thinking -- 3.6 Reasoning and its Role in Ethics Education: The Philosophy for Children -- 3.6.1 Lisaś Inner Conflict -- 3.7 Conclusions. Virtue and Competence, some Reflections on Advantages and Limits -- References -- Chapter 4: Critical Thinking and Epistemic Value -- 4.1 Varieties of Critical Thinking
001445460 506__ $$aAccess limited to authorized users.
001445460 520__ $$aThis book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand critical thinking. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. The book draws from a conception of human reasoning and rationality that focuses on belief revision and is interwoven with a Bildung approach to teaching and learning: it emphasises the relevance of knowledge and experience in making inferences. The book is an enhanced, English version of the Italian monograph Epistemologia dellEducazione: Pensiero Critico, Etica ed Epistemic Injustice.
001445460 546__ $$aTranslated from Italian.
001445460 588__ $$aDescription based upon print version of record.
001445460 650_0 $$aEducation$$xPhilosophy.
001445460 650_0 $$aEducation$$xMoral and ethical aspects.
001445460 650_0 $$aCritical thinking.
001445460 650_6 $$aÉducation$$xPhilosophie.
001445460 650_6 $$aPensée critique.
001445460 655_7 $$aLlibres electrònics.$$2thub
001445460 655_0 $$aElectronic books.
001445460 77608 $$iPrint version:$$aMarabini, Alessia$$tCritical Thinking and Epistemic Injustice$$dCham : Springer International Publishing AG,c2022$$z9783030957131
001445460 830_0 $$aContemporary philosophies and theories in education ;$$vv.20.
001445460 852__ $$bebk
001445460 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-95714-8$$zOnline Access$$91397441.1
001445460 909CO $$ooai:library.usi.edu:1445460$$pGLOBAL_SET
001445460 980__ $$aBIB
001445460 980__ $$aEBOOK
001445460 982__ $$aEbook
001445460 983__ $$aOnline
001445460 994__ $$a92$$bISE