東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Fostering Freedom: Judgment in Early...

Tennyson, Timothy T.,

Linked to FindBook

Google Book

Amazon

博客來

Fostering Freedom: Judgment in Early-Modern Liberal Educational and Political Thought /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fostering Freedom: Judgment in Early-Modern Liberal Educational and Political Thought // Timothy T Tennyson.
Author:	Tennyson, Timothy T.,
Description:	1 electronic resource (671 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
Subject:	Political science. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31995230
ISBN:	9798310399440

Fostering Freedom: Judgment in Early-Modern Liberal Educational and Political Thought /
Tennyson, Timothy T.,

Fostering Freedom: Judgment in Early-Modern Liberal Educational and Political Thought /Timothy T Tennyson. - 1 electronic resource (671 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

In this project, I develop an account of judgment, what I call the civic judgment model, that can serve as an alternative to personal autonomy, the dominant concept in contemporary liberal education theory. Personal autonomy models impose demanding cognitive and epistemic burdens on individuals by requiring high-level, abstract rationality, independent and authentic introspection, and significant knowledge conditions. These criteria render personal autonomy impractical and normatively questionable as a universal, state-promoted educational standard. To locate an alternative, I address a neglected early modern discourse on freedom that privileges judgment as a civic-educational outcome. I examine three thinkers-John Locke, Jean-Jacques Rousseau, and Adam Smith-who each develop educational frameworks for the cultivation of judgment that prioritize the individual's ability to make informed decisions under conditions of uncertainty in economic, moral, and political contexts. These thinkers view judgment as a prerequisite for individual freedom and an essential component of citizenship. Yet, they are realistic about bounded rationality, the interaction between reason and affect in decision-making, and the limits of epistemic independence in the judgment process. Furthermore, their work is particularly relevant because they develop educational philosophies and pedagogical theories that prioritize judgment as a practical outcome. The concept of civic judgment and accompanying civic educational model that I develop from this historical analysis can serve as a more empirically grounded and normatively defensible alternative to personal autonomy in liberal education theory.

English

ISBN: 9798310399440Subjects--Topical Terms:

528916
Political science.
Subjects--Index Terms:

Smith, Adam

Fostering Freedom: Judgment in Early-Modern Liberal Educational and Political Thought /
LDR:03183nmm a22004453i 4500 001 2434759
005 20250930134357.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798310399440
035 $a (MiAaPQD)AAI31995230
035 $a AAI31995230
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Tennyson, Timothy T., $e author. $3 3824847
245 1 0 $a Fostering Freedom: Judgment in Early-Modern Liberal Educational and Political Thought / $c Timothy T Tennyson.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (671 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
500 $a Advisors: Kapust, Daniel Committee members: Nelson, Adam; Avramenko, Richard; Schwarze, Michelle.
502 $b Ph.D. $c The University of Wisconsin - Madison $d 2025.
520 $a In this project, I develop an account of judgment, what I call the civic judgment model, that can serve as an alternative to personal autonomy, the dominant concept in contemporary liberal education theory. Personal autonomy models impose demanding cognitive and epistemic burdens on individuals by requiring high-level, abstract rationality, independent and authentic introspection, and significant knowledge conditions. These criteria render personal autonomy impractical and normatively questionable as a universal, state-promoted educational standard. To locate an alternative, I address a neglected early modern discourse on freedom that privileges judgment as a civic-educational outcome. I examine three thinkers-John Locke, Jean-Jacques Rousseau, and Adam Smith-who each develop educational frameworks for the cultivation of judgment that prioritize the individual's ability to make informed decisions under conditions of uncertainty in economic, moral, and political contexts. These thinkers view judgment as a prerequisite for individual freedom and an essential component of citizenship. Yet, they are realistic about bounded rationality, the interaction between reason and affect in decision-making, and the limits of epistemic independence in the judgment process. Furthermore, their work is particularly relevant because they develop educational philosophies and pedagogical theories that prioritize judgment as a practical outcome. The concept of civic judgment and accompanying civic educational model that I develop from this historical analysis can serve as a more empirically grounded and normatively defensible alternative to personal autonomy in liberal education theory.
546 $a English
590 $a School code: 0262
650 4 $a Political science. $3 528916
650 4 $a History. $3 516518
650 4 $a Epistemology. $3 896969
653 $a Smith, Adam
653 $a Civic education
653 $a Freedom
653 $a Rosseau, Jean-Jacques
653 $a Locke, John
653 $a Civic judgment
690 $a 0615
690 $a 0578
690 $a 0393
710 2 $a The University of Wisconsin - Madison. $b Political Science. $e degree granting institution. $3 3818901
720 1 $a Kapust, Daniel $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-10A.
790 $a 0262
791 $a Ph.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31995230