eprintid: 10145812
rev_number: 10
eprint_status: archive
userid: 699
dir: disk0/10/14/58/12
datestamp: 2022-05-05 12:59:14
lastmod: 2022-05-05 12:59:14
status_changed: 2022-05-05 12:59:14
type: thesis
metadata_visibility: show
sword_depositor: 699
creators_name: Inon, Magen
title: Benign Manipulation in Education
ispublished: unpub
divisions: B14
divisions: J80
divisions: B16
divisions: UCL
note: Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
abstract: Benign manipulation is an integral part of educational relationships and processes, yet it has received little scholarly attention to date. The goal of this thesis is to provide educators with a conceptual framework by which to assess instances and practices of benign manipulation in education. To do so, I provide a theoretical analysis of the meaning and significance of benign manipulation in education, as well as multi-faceted criteria by which to assess manipulation. I maintain that although there is no consensus regarding the nature of manipulation, for the practical purpose of assessing manipulation, it would be reasonable to consider as manipulation any attempt to influence others which involves deception, trickery, subversion of rationality, pressure or a failure to track reasons. If the motivation for such influence is to advance the interests of the manipulee, I term it benign manipulation. Assuming that manipulation, at least in the case of benign manipulation, should be understood as a non-moralised concept, I establish a framework for the assessment of benign manipulation in education. The framework consists of three criteria: A) the consequences of the manipulation, B) the effect the manipulation has on both the manipulator’s and the manipulee’s understanding of the situation, and C) whether the manipulation breaches the trust that exists between the manipulator and the manipulee. To demonstrate the practicality of the framework, in the second part of the thesis I apply it to three case studies, all of which have educational implications: benign deception, pharmacological cognitive enhancement and gamification.
date: 2022-03-28
date_type: published
oa_status: green
full_text_type: other
thesis_class: doctoral_open
thesis_award: Ph.D
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1946089
lyricists_name: Inon, Magen
lyricists_id: MINON89
actors_name: Inon, Magen
actors_name: Stacey, Thomas
actors_id: MINON89
actors_id: TSSTA20
actors_role: owner
actors_role: impersonator
full_text_status: public
pages: 340
institution: UCL (University College London)
department: Education, Practice and Society, UCL Institute of Education
thesis_type: Doctoral
citation:        Inon, Magen;      (2022)    Benign Manipulation in Education.                   Doctoral thesis  (Ph.D), UCL (University College London).     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10145812/1/Inon__thesis.pdf