Engaging Phronesis in Professional Practice and Education

Abstract

This book originated from a continuing conversation in which we voiced concern (bordering on distress) regarding the instrumentalist values that permeate (often without question) our professional schools, professional practices, and policy decisions. Like others, we were grappling with a sense that something of fundamental importance—of moral significance—was missing in the vision of what it means to be a professional, and in the ensuing educational aims in professional schools and continuing professional education.

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