Several philosophers of education object to the tendency to think about education in ways that are predominantly informed by science, risk-management, and "economic' thinking. The aim of this chapter is first to give a clear account of this current issue in philosophy in education. What is it that these scholars precisely object to and why? Second, I propose that Martha Nussbaum's 1986 book The fragility of Goodness offers fruitful insights in this issue. I suggest that Nussbaum's interpretation of the Greek discussion of how much of a good human life we can control and how much is up to luck offers a possibility to counter the assumption implicit in the use of the "languages' of science, risk, and economy, namely that it is both necessary and possible to control education.
Full citation [Harvard style]:
Wolbert, L. (2018)., Nussbaum, in P. Smeyers (ed.), International handbook of philosophy of education, Dordrecht, Springer, pp. 313-323.
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