Action Guidance and Educating for Intellectual Virtue: A Response to Kotzee, Carter, and Siegel

Abstract In their “Educating for Intellectual Virtue: A Critique from Action Guidance” Kotzee, Carter and Siegel (2019) argue against what they call the intellectual virtues (IV) approach to primary epistemic aim of education in favor critical thinking (CT) approach. The IV says that educating virtue is education. CT it thinking. They exemplarist/role-modeling pedagogy not sufficiently action-guiding, because does teach students know-how needed think well. This pedagogical challenge We criticism fails. general, possessing an requires having a corresponding critical-thinking skill set. Also, one exercise skills well necessary possess dispositional components virtues. Accordingly, can be groomed non-exemplarist ways seem action-guiding. Furthermore, as teaching dispositions seems heavily reliant on exemplarist so this extent non-action-guiding.