Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/20302
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Education for personal life: John MacMurray on why learning to be human requires emotional discipline
Authors: MacAllister, James
Contact Email: j.w.macallister@stir.ac.uk
Issue Date: Feb-2014
Publisher: Wiley-Blackwell for The Philosophy of Education Society of Great Britain
Citation: MacAllister J (2014) Education for personal life: John MacMurray on why learning to be human requires emotional discipline, Journal of Philosophy of Education, 48 (1), pp. 118-136.
Abstract: In this article I discuss the philosophy of John MacMurray, and in particular, his little-examined writings on discipline and emotion education. It is argued that discipline is a vital element in the emotion education MacMurray thought central to learning to be human, because for him it takes concerted effort to overcome the human tendency toward egocentricity. It is maintained that MacMurray's philosophy of education is of contemporary significance for at least two reasons. On the one hand it suggests an alternative vision for humanistic education. While liberal educationists such as Oakeshott and Peters stressed that the pursuit of knowledge and understanding was the main way in which persons could develop their humanity MacMurray instead emphasised that persons can only learn to become human by pursuing other-centred relationships. On the other hand his philosophy can also reveal the limitations in much contemporary debate in emotion education which critics (such as Ecclestone and Clack) suggest increasingly aims at little more than helping pupils feel better about themselves. According to MacMurray a genuine emotion education can enlarge humanity by supporting persons to feel and act for the sake of others rather than think about themselves. Despite sympathy for MacMurray's account of the purposes of education it is nonetheless concluded that the pursuit of knowledge as an end in itself does not necessarily constitute a negative expression of human agency (as MacMurray asserts)-but rather that the disciplined pursuit of knowledge may also form part of any education concerned to enrich human life.
Type: Journal Article
URI: http://hdl.handle.net/1893/20302
DOI Link: http://dx.doi.org/10.1111/1467-9752.12055
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Initial Teacher Education

Files in This Item:
File Description SizeFormat 
jope macmurray ifirst .pdf163.25 kBAdobe PDFUnder Embargo until 31/12/2999     Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependant on the depositor still being contactable at their original email address.

This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.