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How should we conduct ourselves? Critical realism and Aristotelian teleology : a framework for the development of virtues in pedagogy and curriculum. / Sharar, Bushra.

In: Journal of Critical Realism, Vol. 17, No. 3, 19.06.2018, p. 262-281.

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@article{b9c3369dc92141fbba2a989459dc22c7,
title = "How should we conduct ourselves? Critical realism and Aristotelian teleology: a framework for the development of virtues in pedagogy and curriculum",
abstract = "Faced with the marketization of Higher Education in England, pedagogy is under pressure in ways that often undermine lecturers{\textquoteright} deeply held values. For instance, this pressure results in the reduction of significant aspects of teaching to narrow metrics and requires universities to operate within intrusive structures that subordinate their pedagogical aims to profit-orientated objectives. In this paper, I analyse the way that people can preserve their agency in this pedagogical context. I guide my analysis with a framework that combines critical realism with Aristotelian virtue ethics and MacIntyre{\textquoteright}s ideas of qualities within human practices. I suggest the kinds of qualities that might assist faculty to preserve and advance rich pedagogical projects in the current circumstances. Finally, I use a critical realist morphogenetic approach to argue that people may be able to resist losing their way when faced with ubiquitous performativity regimes.",
keywords = "Critical realism, MacIntyre, pedagogy, performativity, reflexivity, virtue ethics",
author = "Bushra Sharar",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Critical Realism on 19 June 2018, available online: https://doi.org/10.1080/14767430.2018.1484653. Under embargo until 19 December 2019. ",
year = "2018",
month = jun,
day = "19",
doi = "10.1080/14767430.2018.1484653",
language = "English",
volume = "17",
pages = "262--281",
journal = "Journal of Critical Realism",
issn = "1476-7430",
publisher = "Taylor & Francis",
number = "3",

}

RIS

TY - JOUR

T1 - How should we conduct ourselves? Critical realism and Aristotelian teleology

T2 - a framework for the development of virtues in pedagogy and curriculum

AU - Sharar, Bushra

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Critical Realism on 19 June 2018, available online: https://doi.org/10.1080/14767430.2018.1484653. Under embargo until 19 December 2019.

PY - 2018/6/19

Y1 - 2018/6/19

N2 - Faced with the marketization of Higher Education in England, pedagogy is under pressure in ways that often undermine lecturers’ deeply held values. For instance, this pressure results in the reduction of significant aspects of teaching to narrow metrics and requires universities to operate within intrusive structures that subordinate their pedagogical aims to profit-orientated objectives. In this paper, I analyse the way that people can preserve their agency in this pedagogical context. I guide my analysis with a framework that combines critical realism with Aristotelian virtue ethics and MacIntyre’s ideas of qualities within human practices. I suggest the kinds of qualities that might assist faculty to preserve and advance rich pedagogical projects in the current circumstances. Finally, I use a critical realist morphogenetic approach to argue that people may be able to resist losing their way when faced with ubiquitous performativity regimes.

AB - Faced with the marketization of Higher Education in England, pedagogy is under pressure in ways that often undermine lecturers’ deeply held values. For instance, this pressure results in the reduction of significant aspects of teaching to narrow metrics and requires universities to operate within intrusive structures that subordinate their pedagogical aims to profit-orientated objectives. In this paper, I analyse the way that people can preserve their agency in this pedagogical context. I guide my analysis with a framework that combines critical realism with Aristotelian virtue ethics and MacIntyre’s ideas of qualities within human practices. I suggest the kinds of qualities that might assist faculty to preserve and advance rich pedagogical projects in the current circumstances. Finally, I use a critical realist morphogenetic approach to argue that people may be able to resist losing their way when faced with ubiquitous performativity regimes.

KW - Critical realism

KW - MacIntyre

KW - pedagogy

KW - performativity

KW - reflexivity

KW - virtue ethics

UR - http://www.scopus.com/inward/record.url?scp=85048784505&partnerID=8YFLogxK

U2 - 10.1080/14767430.2018.1484653

DO - 10.1080/14767430.2018.1484653

M3 - Article

VL - 17

SP - 262

EP - 281

JO - Journal of Critical Realism

JF - Journal of Critical Realism

SN - 1476-7430

IS - 3

ER -