Opening up open-mindedness

Educational Theory

Volumn 50, Issue 2, 2000, Pages 201-212

  Bramall, Steve ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 7244230909     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2000.00201.x     Document Type: Article

References (18)

1. Influential books include William Hare, Open-Mindedness and Education (Montreal: McGill-Queens University Frees, 19791 and William Hare, In Defense of Open-Mindedness (Montreal: McGill-Queens University Press, 1985). The debate between Hare, Terry McLaughlin, and Peter Gardner concerning the possibility and desirability of a person being open-minded about very strongly held beliefs has been conducted through the ournal of Philosophy of Education in the 1980s and 1990s. See Terry H. McLaughlin, "Peter Gardner on weligious Upbringing and the Liberal Ideal of Religious Autonomy," Journal of Philosophy of Education 24, (1990): 107-25
2. Peter Gardner, "Should We Teach Children to be Open-Minded? Or is the Pope Open-Minded about the Existence of God?" Journal of Philosophy of Education 27, no. 1 (1993): 39-43
3. William Hareand, Terry H. McLaughlin, "Open-Mindedness, Commitment, and Peter Gardner," Journal of Philosophy of Education 28, no. 2 (1994): 239-44
4. Peter Gardner, "Four Anxieties and a Reassurance: Hare and McLaughlin on Being Open-Minded," Journal of Philosophy of Education 30, no. 2 (1996): 271-76.
5. Hang-Georg Gadamer, Truth and Method (London: Sheed and Ward, 1989).
6. S.I. Bonn, "Freedom, Autonomy and the Concept of a Person," Proceedings of the Aristotelian Society 76 (1975): 107-30.
7. William I Lire, "Open-Mindedness in Elementary Education," In William Hare and John P. Portelli. Philosophy of Education: Introductory Headings (Calvary: Deiselig, 1983).
8. Hare and McLaughlin, "Open-Mindedness, Commitment, and Peter Gardner
9. Hare, "Open-Mindedness in Elementary Education," 123.
10. Gardner, "Should we Teach Children to be Open-Minded?"
11. Hare and McLaughlin, "Open-Mindedness, Commitment, and Peter Gardner," 240.
12. Hare. Open-Mindedness and Education, 17-18.
13. Gadamer, Truth and Method and Martin Heidegger, Being and Time (Oxford: Blackwell, 1962).
14. For a full account of Gadamer's notions of prejudice and historicity sec Hans-Ceorg; Gadamer, Method (London: Sheed and Ward, 1989). For an introductory account see Georgia Warnke, Hermeneutics. Tradition, and Reason (Cambridge: Polity Press, 1987), 75-82.
15. In Truth and Method, Gadamer expresses skepticism about the possibility for generating practical method from philosophical hermeneutics. For a detailed account of the debate about practical hermeneutics and for a positive account of what I term a "practical-critical hermeneutic understanding," see Steve Bramall, "Hermeneutic Understanding and the Liberal Aims of Education" (Ph.D. diss., University of London Institute of Education), chap. 4.1998
16. For an account of the idea of "normative method" see G.B. Madison, The Hermeneutics of Modernity: Figures and Themes (Bloomington: Indiana University Press) and Bramall, "Hermeneutic Understanding and the Liberal Aims of Education."1988
17. For an account of how Gadamer appropriates the Aristotelian notion of "phroncsis" see Gadmer, Truth end Method, 324.
18. Hare and McLaughlin, "Open-Mindedness, Commitment, and Peter Gardner."