Abstract
Aviram and Assor try two strategies for rebutting my recent critique of autonomy as an educational aim. First, they argue that my objection to dispositional autonomy fails. Second, they identify and defend a technical sense of autonomy quite different from any that I consider. I show here that there are serious problems with both lines of argument.
Original language | English |
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Pages (from-to) | 127-131 |
Number of pages | 5 |
Journal | Oxford Review of Education |
Volume | 36 |
Issue number | 1 |
DOIs | |
Publication status | Published - Feb 2010 |