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ABSTRACT
A kind of ‘neo-Aristotelianism’ that connects educational reasoning and reflection to
phronesis, and education itself to praxis, has gained considerable following in recent
educational discourse. The author identifies four cardinal claims of this phronesis-
praxis perspective: that a) Aristotle’s epistemology and methodology imply a stance
that is essentially, with regard to practical philosophy, anti-method and anti-theory;
b) ‘producing’ under the rubric of techné, as opposed to ‘acting’ under the rubric of
phronesis, is an unproblematically codifiable process; c) phronesis must be given a
particularist interpretation; and d) teaching is best understood as praxis in the Aris-
totelian sense, guided by phronesis. The author argues that these claims have insuffici-
ent grounding in Aristotle’s own writings, and that none of them stand up to
scrutiny. Viewing teaching as praxis does not aid teachers in understanding their pro-
fession.
Kristján Kristjánsson er prófessor
í heimspeki við Háskólann á Akureyri
K R I S T J Á N K R I S T J Á N S S O N
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