Cultivating reason
Cultivating reason

Summary/Abstract: In the Western philosophical tradition, reason and rationality have long been regarded as important intellectual ideals. In the philosophy of education, their culti vation has been similarly esteemed as a central educational aim or ideal. Historically, philosophers of education whose positions otherwise diverge dramatically have con sistently articulated, endorsed, and defended educational visions to which the culti vation of reason, or the fostering of rationality, has been central.In contemporary discussions the cultivation of reason continues to be defended by many as an important educational aim or ideal. Unlike some historical predecessors, contemporary advocates of the ideal do not understand reason as a special psycho logical ‘faculty’; in defending rationality, they do not align themselves with the historical movement known as Continental Rationalism, according to which know ledge is based on the perception or intuition afforded by such a faculty. Rather, what is advocated is that education should have as a fundamental aim the fostering in students of: (1) the ability to reason well, i.e. to construct and evaluate the various reasons which have been or can be offered in support or criticism of candidate beliefs, judg ments, and actions; and (2) the disposition or inclination to be guided by reasons so evaluated, i.e. actually to believe, judge, and act in accordance with the results of such reasoned evaluations.

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