{"title":"How do intellectual virtues promote good thinking and knowing?","authors":"Eranda Jayawickreme, W. Fleeson","doi":"10.1177/14778785221113985","DOIUrl":null,"url":null,"abstract":"In a 2012 Theory and Research in Education article, Spiegel argued that intellectual humility and open-mindedness can mutually reinforce each other to produce good thinking and knowing. In this commentary, we build on this insight and discuss the likely importance of multiple intellectual virtues in producing good thinking. We argue that Spiegel’s discussion of the relations between different intellectual virtues suggests new directions for theoretical and empirical work clarifying which virtues work together to promote good thinking.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Theory and Research in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14778785221113985","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In a 2012 Theory and Research in Education article, Spiegel argued that intellectual humility and open-mindedness can mutually reinforce each other to produce good thinking and knowing. In this commentary, we build on this insight and discuss the likely importance of multiple intellectual virtues in producing good thinking. We argue that Spiegel’s discussion of the relations between different intellectual virtues suggests new directions for theoretical and empirical work clarifying which virtues work together to promote good thinking.
期刊介绍:
Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.