Dissertation/Thesis Abstract

Being heard: An evaluation of procedural theories of autonomy and their application to engaged pedagogy
by Osborne, Page, M.A., California State University, Long Beach, 2012, 72; 1522821
Abstract (Summary)

This thesis is a critical assessment of procedural theories of autonomy. After explicating the main concepts of procedural theories of autonomy, and addressing objections to them, I critically evaluate structural, historical, and competency theories of procedural autonomy. Assessing whether an agent is autonomous is more complex than meeting a sufficient number of reflective procedures, but also must require feelings of self-worth and the ability to engage in a dialogical exchange of reasons with others. The last chapter provides a case study to evaluate the relative merits of these theories of procedural autonomy.

Indexing (document details)
Advisor: Wieland, Nellie
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 51/06M(E), Masters Abstracts International
Subjects: Philosophy, Pedagogy
Publication Number: 1522821
ISBN: 978-1-303-12840-0
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