Imitation and Education: A Philosophical

Imitation and Education provides an in-depth reassessment of learning by example that places imitation in a larger social context. It is the first book to bring together ancient educational thought and startling breakthroughs in the fields of cognitive science, psychology, and philosophy to reconsider how we learn from the lives of others. Bryan R. Warnick addresses how we become exemplars, analyzes how exemplars inspire imitation, and assesses the meaning and value of imitation in education and society, including how teachers can better use examples and what should be done about problems such as the imitation of media violence. Warnick constructs a provocative, cautionary, yet hopeful account of learning by example that acknowledges the power of social contexts in shaping human lives. Book jacket.

Bryan R. Warnick is Assistant Professor of Philosophy of Education at the Ohio State University.

Acknowledgments	p. ix
The Problems of Imitation and Human Exemplarity	p. 1
Introduction	p. 1
The Mysteries of Learning by Example: An Outline	p. 9
The Historical Tradition of Human Exemplarity	p. 13
Imitative Models of Human Exemplarity: The Standard Model	p. 13
Enlightenment Criticism and Nonimitative Exemplars	p. 18
The Historical Tradition: An Initial Assessment	p. 26
How Do People Become Examples?	p. 31
The Nature of Examples	p. 33
How Does Something Become an Example?	p. 37
Educational Implications	p. 44
Conclusion	p. 49
How Do Examples Bring Out Imitation?	p. 53
The Link between Action and Perception	p. 57
The Sense of Self and the Imitative Sorting Mechanism	p. 61
The Narrative-Self Theory of Imitation	p. 65
The Social Nature of Narrative and Imitation	p. 73
Educational Implications	p. 77
Conclusion	p. 82
The Social Meanings of Imitation	p. 83
The Meanings of Following an Example	p. 87
Imitation and Community Identity	p. 93
Imitation, Initiation, and Education	p. 97
Factors Influencing Imitative Meaning	p. 100
Imitation and Communities of Learning	p. 105
Conclusion	p. 107
Imitation, Exemplarity, and Moral Reason	p. 109
The Practical Objection to Imitating Examples	p. 110
A Social Response to the Practical Objection	p. 113
The Theoretical Objection to Imitating Examples	p. 119
A Social Response to the Theoretical Objection	p. 120
Conclusion	p. 125
How Can We Evaluate Human Exemplars?	p. 127
Ancient Skepticism, Exemplarity, and Criticality	p. 129
The Turn to Practices and Exemplar Rotation	p. 134
A Critical Education and Exemplarity: A Conclusion	p. 136
A Social Analysis of Exemplarity and Imitation	p. 139
Notes	p. 147
References	p. 153
Index	p. 163
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Imitation and Education: A Philosophical Inquiry into Learning by Example

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