Education for autonomy: a rejoinder to Aviram and Assor

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    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 languageEnglish
    Pages (from-to)127-131
    Number of pages5
    JournalOxford Review of Education
    Issue number1
    Publication statusPublished - Feb 2010


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