Fostering rationality in Asian education

Despite the apparent ample justification for teaching children to be rational, there is considerable controversy among philosophers over whether rationality is worth defending as a basic educational ideal. In this chapter, I first argue that, following Nicholas Rescher, rationality should be conceptualized as comprising cognitive, practical and evaluative rationality. Based on this tripartite conception of rationality, I then advance three arguments – founded on pragmatic, ontological and moral considerations – for rationality as a fundamental educational ideal. Finally, to promote the development of rationality in children, especially in Asia, I suggest that teachers should engage them in doing philosophy in the classroom. Copyright © 2016 Springer Science+Business Media Singapore.