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dc.contributor.authorClarkin, Seamus
dc.date.accessioned2021-09-07T22:18:38Z
dc.date.available2021-09-07T22:18:38Z
dc.date.issued12/18/2018
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6252
dc.description.abstractThe ways in which educators have tried to implement autonomy support have typically been constrained by their pedagogical interests and demands from above for certain threshold levels of performance. In our current educational system, this treats autonomy as a means to the end of measurement-based outcomes. The research on autonomy such as self-determination theory (SDT) often acknowledges the significance as a matter of background, but the actual ways teachers bring it into class is typically much more superficial than what might be possible with authentic cognitive autonomy support. Further, the innate status of the three needs put forth by SDT might imply we ought to facilitate their flourishing for their own sake, rather than for the sake of some measurement-based outcome. Rather than view autonomy supportive pedagogy as an instrumental means to an end, educators may benefit from considering autonomy supportive pedagogy as a form of pedagogical virtue which can be cultivated through practice.
dc.subjectAutonomy
dc.subjectHelper Conundrum
dc.subjectVirtue
dc.subjectEducation
dc.subjectSelf-Determination Theory
dc.subjectEpistemic Justice
dc.subjectCapabilities Approach
dc.titleAutonomy, Education, Virtue
dc.typethesis
refterms.dateFOA2021-09-07T22:18:39Z
dc.description.institutionSUNY Brockport
dc.description.departmentEnglish
dc.description.degreelevelMaster of Arts (MA)
dc.source.statuspublished
dc.description.publicationtitleEnglish Master’s Theses
dc.languate.isoen_US


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