Education for autonomy: a rejoinder to Aviram and Assor

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Colleges, School and Institutes


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