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Benign Manipulation in Education

Inon, Magen; (2022) Benign Manipulation in Education. Doctoral thesis (Ph.D), UCL (University College London). Green open access

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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.

Type: Thesis (Doctoral)
Qualification: Ph.D
Title: Benign Manipulation in Education
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: 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.
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10145812
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