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UBC Theses and Dissertations
Epistemic dependence and autonomy in justification: the case for intellectual autonomy in schools Ross, Murray
Abstract
In this thesis I outline a conception of intellectual autonomy, and defend it against arguments that question the value of intellectual autonomy as an educational goal. Beyond offering a view of intellectual autonomy that is free of the defects found in other conceptions, I assess the rationality of belief on testimony, and consider the impact that externalist theories of epistemic justification might have on arguments such as mine that defend autonomy in justification. I argue that belief on testimony is more rational than is typically allowed, and that intellectual autonomy cannot be justified solely in terms of the conditions necessary for knowledge or justification. I argue instead that intellectual autonomy is best conceived as an epistemic virtue, and best fostered by introducing students to practices of epistemic justification, in classroom environments characterized by a commitment to open dialogue and debate.
Item Metadata
Title |
Epistemic dependence and autonomy in justification: the case for intellectual autonomy in schools
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1994
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Description |
In this thesis I outline a conception of intellectual autonomy, and defend it against arguments that question the value of intellectual autonomy as an educational goal. Beyond offering a view of intellectual autonomy that is free of the defects found in other conceptions, I assess the rationality of belief on testimony, and consider the impact that externalist theories of epistemic justification might have on arguments such as mine that defend autonomy in justification. I argue that belief on testimony is more rational than is typically allowed, and that intellectual autonomy cannot be justified solely in terms of the conditions necessary for knowledge or justification. I argue instead that intellectual autonomy is best conceived as an epistemic virtue, and best fostered by introducing students to practices of epistemic justification, in classroom environments characterized by a commitment to open dialogue and debate.
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Extent |
6090823 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-04-15
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0088052
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1994-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.