This paper examines the role of knowledge in education. It proposes that the arguments of Paul Hirst on liberal education can be updated using the idea of a ‘space of reasons’ drawn from the epistemology associated with John McDowell. It further argues that for education to flourish within the space of reasons the idea of ‘epistemic freedom’ needs to be both recognised and developed. Such freedom is particularly exemplified in the ability to form judgements. It is noted that education at all levels has been subjected to processes of ‘rationalisation’, processes identified by Max Weber over one hundred years ago: these processes severely restrict epistemic freedom. However, the paper argues that Alistair McIntyre's concept of a practice can be used to inform our thinking about subject disciplines. The pursuit of knowledge can therefore be seen in terms of practices which operate within the space of reasons. Moreover, we can see the idea of a practice as a counterweight to rationalisation

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教育、知识和自由

本文探讨了知识在教育中的作用。它提出保罗赫斯特关于自由教育的论点可以使用从与约翰麦克道尔相关的认识论中提取的“理由空间”的想法来更新。它进一步认为，为了让教育在理性空间中蓬勃发展，“认知自由”的概念需要得到承认和发展。这种自由尤其体现在形成判断的能力上。值得注意的是，各级教育都经历了“合理化”的过程，这是一百多年前马克斯·韦伯（Max Weber）确定的过程：这些过程严重限制了认知自由。然而，该论文认为，Alistair McIntyre 的实践概念可以用来指导我们对学科学科的思考。因此，对知识的追求可以被看作是在理性空间内运作的实践。此外，我们可以将实践的想法视为合理化的平衡