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  1. added 2019-02-28
    The Social Turn in Moral Psychology. [REVIEW]Alex Madva - 2019 - Philosophical Review 128 (1):116-121.
    (This is a book review of Mark Fedyk's The Social Turn in Moral Psychology.) Mark Fedyk argues persuasively for both the importance and the perils of interdisciplinarity in studies of ethical life. The book is dense with incisive argumentation and innovative proposals for integrating moral, social, and political philosophy with the psychological and social sciences. It will be of interest to aprioristically inclined normative and social theorists peeking over the fence at the empirical side of things, to experimentalists trying to (...)
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  2. added 2019-01-20
    Developmental Level of Moral Judgment Influences Behavioral Patterns During Moral Decision-Making.Hyemin Han, Kelsie J. Dawson, Stephen J. Thoma & Andrea L. Glenn - forthcoming - Journal of Experimental Education.
    We developed and tested a behavioral version of the Defining Issues Test-1 revised (DIT-1r), which is a measure of the development of moral judgment. We conducted a behavioral experiment using the behavioral Defining Issues Test (bDIT) to examine the relationship between participants’ moral developmental status, moral competence, and reaction time when making moral judgments. We found that when the judgments were made based on the preferred moral schema, the reaction time for moral judgments was significantly moderated by the moral developmental (...)
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  3. added 2019-01-20
    Neuroscience of Morality and Teacher Education.Hyemin Han - forthcoming - In Michael A. Peters (ed.), Encyclopedia of Teacher Education. Singapore: Springer.
    Given that teachers become primary fundamental exemplars and models for their students and the students are likely to emulate the presented teachers’ behaviors, it is necessary to consider how to promote teachers’ abilities as potential moral educators during the course of teacher education. To achieve this ultimate aim in teacher education, as argued by moral philosophers, psychologists, and educators, teachers should be able to well understand the mechanisms of moral functioning and how to effectively promote moral development based on evidence. (...)
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  4. added 2018-11-19
    Moral Exemplars and Exemplarism: Guest Editors' Preface.Maria Silvia Vaccarezza & Michel Croce - 2018 - Ethics and Politics 20 (2):9-14.
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  5. added 2018-09-07
    Anarchistami jesteśmy.Michał Marcin Janocha - 2018
    Poniższe analizy są tylko i wyłącznie mojego autorstwa. Nie korzystałem z żadnych komentarzy. To, co odnalazłem, jest jednak całkiem inne niż większość przypuszcza. Z uwagi na cenzurę panującą w katolickich wydawnictwach, w portalach, ten tekst również został opublikowany w internecie, tam, gdzie myśl ludzka ma swobodny przepływ. -/- W niniejszym artykule pragnę podzielić się przemyśleniami dotyczącymi królestwa Jezusa, dokładniej zaś chodzi o część tego stwierdzenia, które obecne jest w teologii od zawsze. Czytamy: „Jest tylko jeden...bez początku: to Bóg, który nigdy (...)
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  6. added 2018-08-03
    Moral Growth Mindset is Associated with Change in Voluntary Service Engagement.Hyemin Han, Youn-Jeng Choi, Kelsie J. Dawson & Changwoo Jeong - 2018 - PLoS ONE 8 (13):e0202327.
    Incremental implicit theories are associated with a belief regarding it is possible to improve one’s intelligence or ability through efforts. Previous studies have demonstrated that incremental implicit theories contributed to better academic achievement and positive youth development. Our study aimed to examine whether incremental implicit theories of morality significantly influenced change in students’ engagement in voluntary service activities. In our study, 54 Korean college students for Study 1 and 180 Korean 8th graders for Study 2 were recruited to conduct two (...)
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  7. added 2018-08-01
    Drugs and Hugs: Stimulating Moral Dispositions as a Method of Moral Enhancement.Michał Klincewicz, Lily Eva Frank & Marta Sokólska - 2018 - Royal Institute of Philosophy Supplement 83:329-350.
    Advocates of moral enhancement through pharmacological, genetic, or other direct interventions sometimes explicitly argue, or assume without argument, that traditional moral education and development is insufficient to bring about moral enhancement. Traditional moral education grounded in a Kohlbergian theory of moral development is indeed unsuitable for that task; however, the psychology of moral development and education has come a long way since then. Recent studies support the view that moral cognition is a higher-order process, unified at a functional level, and (...)
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  8. added 2018-07-29
    Ambivalenzen Und Grenzen des Mitleids Bei Jean-Jacques Rousseau.Gregor Schiemann - 2007 - In H. Landweer (ed.), Gefühle – Struktur und Funktion. Akademieverlag.
    Obwohl Rousseaus Mitleidsbegriff in heutige Verständnis weisen des Mitleids eingegangen ist spielt er in ihren Thematisierungen nur eine eher untergeordnete Rolle. Rousseaus Beitrag zum modernen Begriffsverständnis steht einerseits im Schatten des Einflusses anderer ethischer Gefühlsauffassungen. Andererseits liegen Ursachen für die periphere Stellung des Begriffes darin, dass er in Rousseaus Werk selbst nur an wenigen Stellen erörtert wird. Meine These ist, dass Rousseaus Begriff eine für die Moderne kennzeichnende ambivalente Struktur aufweist, die aus der Dominanz des Selbstbezuges resultiert. Die Rekonstruktion des (...)
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  9. added 2018-07-23
    Virtue and Asceticism.Brian Besong - forthcoming - Philosophy:1-24.
    Although one can find a robust philosophical tradition supporting asceticism in the West, from ancient Greece to at least early modernity, very little attention has been paid to what motivated this broad support. Instead, following criticism from figures such as Hume, Voltaire, Bentham, and Nietzsche, asceticism has been largely disregarded as either eccentric or uniquely religious. In this paper, I provide what I take to be the core moral argument that motivated many philosophical ascetics. In brief, acts of deliberate self-denial (...)
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  10. added 2018-07-20
    Moral Education in Slovakia and its Theoretical Basis.Vasil Gluchman - 2016 - Ethics and Bioethics (in Central Europe) 6 (1-2):79-89.
    With regard to existing concept of the moral education (ethics) in Slovakia, the questions of ethics and morals are only one of the partial sections. The dominant role is played by psychology based on Roberto Olivar’s concept with emphasis on pro–socialization and on Erickson’s concept of the psychosocial development. From the philosophy basis point of view, only Aristotle, even in reduced form and Spranger’s concept of the life forms are mentioned. Philosophy and ethics are only complements to more psychologically based (...)
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  11. added 2018-07-10
    The VIA Inventory of Strengths, Positive Youth Development, and Moral Education.Hyemin Han - forthcoming - Journal of Positive Psychology.
    The VIA Inventory of Strengths and the VIA model were originally developed to assess and study 24 character strengths. In this paper, I discuss how the VIA Inventory and its character strength model can be applied to the field of moral education with moral philosophical considerations. First, I review previous factor analysis studies that have consistently reported factors containing candidates for moral virtues, and discuss the systematic structure and organization of VIA character strengths. Second, I discuss several issues related to (...)
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  12. added 2018-06-26
    Moral Education: Hegemony Vs. Morality.Sanjit Chakraborty - 2017 - International Journal of Applied Ethics 6:53-65.
    The paper inculcates the path of modern education by implementing cum ensuing the form and content of moral education from the stances of prescriptivist R. M Hare and existentialist Sartre. In the first part of the paper, Hare’s tune for language-centric moral concepts and its prescriptive plus universalistic application for society enhance an outlook for moral education where learners should be taught to apply morality from a prescriptive sense, not by memorizing it in a descriptive manner. Besides, Sartre’s existentialist appeal (...)
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  13. added 2018-06-15
    An Investigation of the Divergences and Convergences of Trait Empathy Across Two Cultures.Paria Yaghoubi Jami, Behzad Mansouri, Stephen J. Thoma & Hyemin Han - forthcoming - Journal of Moral Education:1-16.
    The extent to which individuals with a variety of cultural backgrounds differ in empathic responsiveness is unknown. This paper describes the differences in trait empathy in one independent and one interdependent society (i.e., United States and Iran respectively). The analysis of data collected from self-reported questionnaires answered by 326 adults indicated a significant difference in the cognitive component of empathy concerning participants’ affiliation to either egocentric or socio-centric society: Iranian participants with interdependent cultural norms, reported higher cognitive empathy compared to (...)
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  14. added 2018-06-15
    The Ethics of Border Guarding: A First Exploration and a Research Agenda for the Future.Peter Olsthoorn - 2018 - Ethics and Education 13 (2):157-171.
    Although the notion of universal human rights allows for the idea that states (and supranational organizations such as the European Union) can, or even should, control and impose restrictions on migration, both notions clearly do not sit well together. The ensuing tension manifests itself in our ambivalent attitude towards migration, but also affects the border guards who have to implement national and supranational policies on migration. Little has been written on the ethics that has to guide these border guards in (...)
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  15. added 2018-04-23
    The Ethics of Narrative Art: Philosophy in Schools, Compassion and Learning From Stories.Laura D'Olimpio & Andrew Peterson - 2018 - Journal of Philosophy in Schools 5 (1):92-110.
    Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...)
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  16. added 2018-04-12
    Why Do We Need to Employ Bayesian Statistics and How Can We Employ It in Studies of Moral Education?: With Practical Guidelines to Use JASP for Educators and Researchers.Hyemin Han - 2018 - Journal of Moral Education 47 (4):519-537.
    ABSTRACTIn this article, we discuss the benefits of Bayesian statistics and how to utilize them in studies of moral education. To demonstrate concrete examples of the applications of Bayesian statistics to studies of moral education, we reanalyzed two data sets previously collected: one small data set collected from a moral educational intervention experiment, and one big data set from a large-scale Defining Issues Test-2 survey. The results suggest that Bayesian analysis of data sets collected from moral educational studies can provide (...)
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  17. added 2018-02-22
    Virtue Ethics and Practical Guidance.Jennifer Baker - 2013 - Social Philosophy and Policy 30 (1-2):297-313.
    In this essay I argue that contemporary accounts of virtue ought to incorporate methods ancient virtue ethicists used in addressing an audience whose members were interested in improving their behavior. Ancient examples of these methods, I argue, model how to represent practical rationality in ethical arguments. They show us that when we argue for virtue we ought to address common claims, refer to moral reasoning as a stepwise process, and focus on norms when making recommendations. Our own ethical arguments will (...)
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  18. added 2018-01-23
    Moral Identity Predicts the Development of Presence of Meaning During Emerging Adulthood.Hyemin Han, Indrawati Liauw & Ashley Floyd Kuntz - forthcoming - Emerging Adulthood.
    We examined change over time in the relationship between moral identity and presence of meaning during early adulthood. Moral identity refers to a sense of morality and moral values that are central to one’s identity. Presence of meaning refers to the belief that one’s existence has meaning, purpose, and value. Participants responded to questions on moral identity and presence of meaning in their senior year of high school and two years after. Mixed effects model analyses were used to examine how (...)
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  19. added 2018-01-11
    Tradition, Authority and Dialogue: Arendt and Alexander on Education.Itay Snir - 2018 - Foro de Educación 16 (24):21-40.
    In this paper I discuss two attempts to challenge mainstream liberal education, by Hannah Arendt and by contemporary Israeli philosopher Hanan Alexander. Arendt and Alexander both identify problems in liberal-secular modern politics and present alternatives based on reconnecting politics and education to tradition. I analyze their positions and bring them into a dialogue that suggests a complex conception of education that avoids many of the pitfalls of modern liberal thought. First, I outline Arendt and Alexander’s educational views and discuss their (...)
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  20. added 2017-09-13
    La educación y el problema del mundo.José Murillo - 2009 - Logos: Revista de Lingüística, Filosofía y Literatura 19 (2):56-73.
    Education moves in the space of distance between those who are coming into the world and the world that they arrive. Since Modern Age, this distance formed by the opposing subject and object, has tended to be an impassable abyss. In this way, the world unfolds in two: the world whose image under investigation in the field of Education is the blackboard, and the world of everyday life. In front of the blackboard the student is installed, constituted as a subject, (...)
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  21. added 2017-08-25
    Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life.L. D'Olimpio & C. Teschers - 2016 - Philosophical Inquiry in Education 23 (2):114-124.
    This article explores the meeting of two approaches towards philosophy and education: the philosophy for children approach advocated by Lipman and others, and Schmid’s philosophical concept of Lebenskunst. Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One element of Schmid’s theory is the practical application of philosophy (...)
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  22. added 2017-08-25
    Trust, Well-Being and the Community of Philosophical Inquiry.L. D'Olimpio - 2015 - He Kupu 4 (2):45-57.
    Trust is vital for individuals to flourish and have a sense of well-being in their community. A trusting society allows people to feel safe, communicate with each other and engage with those who are different to themselves without feeling fearful. In this paper I employ an Aristotelian framework in order to identify trust as a virtue and I defend the need to cultivate trust in children. I discuss the case study of Buranda State School in Queensland, Australia as an instance (...)
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  23. added 2017-08-07
    Dialogue as Moral Paradigm: Paths Toward Intercultural Transformation.J. Gregory Keller - 2011 - Policy Futures in Education 9:29-34.
    The Council of Europe’s 2008 White Paper on Intercultural Dialogue: ‘living together as equals in dignity’ points to the need for shared values upon which intercultural dialogue might rest. In order, however, to overcome the monologic separateness that threatens community, we must educate ourselves to recognize the dialogism of our humanity and to engage in deep encounters with others with a mature skepticism of all dogmatisms, including our own. In order to aid us in reaching the necessary insight, the author (...)
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  24. added 2017-07-17
    Civic Purpose in Late Adolescence: Factors That Prevent Decline in Civic Engagement After High School.Heather Malin, Hyemin Han & Indrawati Liauw - 2017 - Developmental Psychology 53 (7):1384-1397.
    This study investigated the effects of internal and demographic variables on civic development in late adolescence using the construct civic purpose. We conducted surveys on civic engagement with 480 high school seniors, and surveyed them again two years later. Using multivariate regression and linear mixed models, we tested the main effects of civic purpose dimensions (beyond-the-self motivation, future civic intention), ethnicity, and education on civic development from Time 1 to Time 2. Results showed that while there is an overall decrease (...)
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  25. added 2017-07-17
    Cultural Influences on the Neural Correlate of Moral Decision Making Processes.Hyemin Han, Gary H. Glover & Changwoo Jeong - 2014 - Behavioural Brain Research 259:215-228.
    This study compares the neural substrate of moral decision making processes between Korean and American participants. By comparison with Americans, Korean participants showed increased activity in the right putamen associated with socio-intuitive processes and right superior frontal gyrus associated with cognitive control processes under a moral-personal condition, and in the right postcentral sulcus associated with mental calculation in familiar contexts under a moral-impersonal condition. On the other hand, American participants showed a significantly higher degree of activity in the bilateral anterior (...)
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  26. added 2017-07-04
    The Special Exclusion Services Unit - Administrational Doubles and Their Unlawful Pseudo-Function in Higher Education; the Univ. Of Oslo Case and the Univ. Of Agder Case (2016, Re-Edited May 2017).Kai Soerfjord - manuscript
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  27. added 2017-05-08
    Inculcating Agency.Andrew Divers - 2017 - Childhood and Philosophy 13 (27):253-270.
    The thought that children should be given greater opportunity to participate meaningfully in affairs which concern them and to show their capacity for reasonable measured thoughts and choices has been displayed by many others (COHEN, 1980; FARSON, 1974; KENNEDY, 1992). It has also been suggested than in order to ensure that we are fair to all individuals, regardless of their age, that our primary consideration should be the capacity for decision making and agency. However, whether or not children are indeed (...)
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  28. added 2017-04-19
    Educating Through Exemplars: Alternative Paths to Virtue.Michel Croce & Maria Silvia Vaccarezza - 2017 - Theory and Research in Education 15 (1):5-19.
    This paper confronts Zagzebski’s exemplarism with the intertwined debates over the conditions of exemplarity and the unity-disunity of the virtues, to show the advantages of a pluralistic exemplar-based approach to moral education (PEBAME). PEBAME is based on a prima facie disunitarist perspective in moral theory, which amounts to admitting both exemplarity in all respects and single-virtue exemplarity. First, we account for the advantages of PEBAME, and we show how two figures in recent Italian history (Giorgio Perlasca and Gino Bartali) satisfy (...)
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  29. added 2017-04-19
    Santi, eroi e l’unità delle virtù. Una proposta esemplarista di educazione morale.Maria Silvia Vaccarezza & Michel Croce - 2016 - Iride: Filosofia e Discussione Pubblica 3.
    This article sheds light on moral education from an exemplarist perspective. Following Linda Zagzebski's Exemplarist Virtue Theory, we relate several fundamental exemplarist intuitions to the classical virtue ethical debate over the unity-disunity of the virtues, to endorse a pluralistic exemplar-based approach to moral education ("Empe"). After a few preliminary remarks, we argue that Empe amounts to defending "a prima facie" disunitarist perspective in moral theory, which admits both exemplarity in all respects (moral sainthood) and single-domain exemplarity (moral heroism). Then, we (...)
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  30. added 2017-04-08
    How Can Neuroscience Contribute to Moral Philosophy, Psychology and Education Based on Aristotelian Virtue Ethics?Hyemin Han - 2016 - International Journal of Ethics Education 1 (2):201-217.
    The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, it discusses how (...)
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  31. added 2017-03-28
    Artificial Intelligence as a Means to Moral Enhancement.Michał Klincewicz - 2016 - Studies in Logic, Grammar and Rhetoric 48 (1):171-187.
    This paper critically assesses the possibility of moral enhancement with ambient intelligence technologies and artificial intelligence presented in Savulescu and Maslen (2015). The main problem with their proposal is that it is not robust enough to play a normative role in users’ behavior. A more promising approach, and the one presented in the paper, relies on an artifi-cial moral reasoning engine, which is designed to present its users with moral arguments grounded in first-order normative theories, such as Kantianism or utilitarianism, (...)
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  32. added 2017-03-02
    The Self and Its Emotions Kristjan Kristjansson Cambridge, UK: Cambridge University Press, 2010, 288 Pp., $85.00 (Hardcover). [REVIEW]Michael D. Doan - 2010 - Dialogue 49 (4):654-656.
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  33. added 2016-12-08
    John Dewey and Moral Imagination: Pragmatism in Ethics.Steven Fesmire - 2003 - Indiana University Press.
    While examining the important role of imagination in making moral judgments, John Dewey and Moral Imagination focuses new attention on the relationship between American pragmatism and ethics. Steven Fesmire takes up threads of Dewey's thought that have been largely unexplored and elaborates pragmatism's distinctive contribution to understandings of moral experience, inquiry, and judgment. Building on two Deweyan notions—that moral character, belief, and reasoning are part of a social and historical context and that moral deliberation is an imaginative, dramatic rehearsal of (...)
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  34. added 2016-12-05
    Moral Education in the Liberal State.Kyla Ebels-Duggan - 2013 - Journal of Practical Ethics 1 (2):24-63.
    I argue that political liberals should not support the monopoly of a single educational approach in state sponsored schools. Instead, they should allow reasonable citizens latitude to choose the worldview in which their own children are educated. I begin by defending a particular conception of political liberalism, and its associated requirement of public reason, against the received interpretation. I argue that the values of respect and civic friendship that motivate the public reason requirement do not support the common demand that (...)
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  35. added 2016-07-14
    John Dewey and the Possibility of Particularist Moral Education.Nate Jackson - 2016 - Southwest Philosophy Review 32 (1):215-224.
    John Dewey’s analyses of habit and tradition enable contemporary moral particularists to make sense of the possibility of moral education. Particularists deny that rules determine an act’s moral worth. Using Jonathan Dancy’s recent work, I present a particularist account of moral competence and call attention to a lacuna in particularism: an account of education. For Dancy, reasoning requires attunement to a situation’s salient features. Dewey’s account of habit explains how features can exhibit salience without appeal to rules, and I look (...)
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  36. added 2016-06-20
    Aproximaciones éticas al problema del free rider: consecuencialismo, deontología y ética de la virtud.Alejandro Farieta - 2015 - Discusiones Filosóficas 16 (27):147-161.
    In contemporary ethics, the free rider problem occurs when in a group of people who work for a common aim, someone takes advantage of the collective work and makes a comparatively lower effort than the rest of the group, receiving the same benefits. The problem consists in avoiding this behavior that, intuitively, is considered undesirable. This essay presents an analysis of the problem from three different perspectives in moral education: consequentialism, deontologic proceduralism and virtue ethics. I show the weaknesses of (...)
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  37. added 2016-02-25
    Ecological Imagination in Moral Education, East and West.Steven Fesmire - 2012 - Contemporary Pragmatism 9 (1):205-222.
    Relational philosophies developed in classical American pragmatism and the Kyoto School of modern Japanese philosophy suggest aims for greater ecological responsiveness in moral education. To better guide education, we need to know how ecological perception becomes relevant to our deliberations. Our deliberations enlist imagination of a specifically ecological sort when the imaginative structures we use to understand ecosystemic relationships shape our mental simulations and rehearsals. Enriched through cross-cultural dialogue, a finely aware ecological imagination can make the deliberations of the coming (...)
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  38. added 2016-01-21
    Philosopher-Kings in the Kingdom of Ends: Why Democracy Needs a Philosophically Informed Citizenry.Richard Oxenberg - 2015 - Philosophy Now 10 (111).
    Question: How do you turn a democracy into a tyranny? Answer (as those familiar with Plato's Republic will know): Do nothing. It will become a tyranny all by itself. My essay argues that for democracy to function it must inculcate in its citizens something of the moral and intellectual virtues of Plato’s Philosopher-Kings, who identify their own personal good with the good of society as a whole. Only thereby can Kant’s ideal of the ‘Kingdom of Ends’ - a society in (...)
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  39. added 2014-11-06
    Honor in Political and Moral Philosophy.Peter Olsthoorn - 2015 - State University of New York Press.
    In this history of the development of ideas of honor in Western philosophy, Peter Olsthoorn examines what honor is, how its meaning has changed, and whether it can still be of use. Political and moral philosophers from Cicero to John Stuart Mill thought that a sense of honor and concern for our reputation could help us to determine the proper thing to do, and just as important, provide us with the much-needed motive to do it. Today, outside of the military (...)
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  40. added 2014-10-20
    How Aristotle’s Theory of Education Has Been Studied in Our Century.Koji Tachibana - 2012 - Studia Classica 3:21-67.
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  41. added 2014-03-22
    Modesty, Asymmetry, and Hypocrisy.Hans Maes - 2004 - Journal of Value Inquiry 38 (4):485-497.
    Numerous philosophers have tried to define modesty, but none of them succeeds in articulating the necessary and sufficient conditions for this virtue. Moreover, all existing accounts ignore the striking self-other asymmetry that is at the heart of modesty. Drawing on the analogy with the practice of giving presents, I clarify and further investigate this self-other asymmetry. In the process, I show why Bernard Williams is right in pointing out the notorious truth that a modest person does not act under the (...)
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  42. added 2014-03-19
    The Value of Teaching Moral Skepticism.Daniel Callcut - 2006 - Teaching Philosophy 29 (3):223-235.
    This article argues that introductory ethics classes can unwittingly create or confirm skeptical views toward morality. Introductory courses frequently include critical discussion of skeptical positions such as moral relativism and psychological egoism as a way to head off this unintended outcome. But this method of forestalling skepticism can have a residual (and unintended) skeptical effect. The problem calls for deeper pedagogical-cum-philosophical engagement with the underlying sources of skepticism. The paper provides examples of how to do this and explains the additional (...)
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  43. added 2014-03-06
    Kant’s Contribution to Moral Education: The Relevance of Catechistics.Chris W. Surprenant - 2010 - Journal of Moral Education 39 (2):165-174.
    Kant’s deontological ethics, along with Aristotle’s virtue ethics and Mill’s utilitarian ethics, is often identified as one of the three primary moral options between which individuals can choose. Given the importance of Kant’s moral philosophy, it is surprising and disappointing how little has been written on his important contributions to moral education. Kant argues for a catechistic approach to moral education. By memorizing a series of moral questions and answers, an individual learns the basic principles of morality in the same (...)
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  44. added 2014-02-23
    Reading for the Good Life?Katharina Hanel & Ludger Jansen - 2001 - In Angela Kallhoff (ed.), Martha C. Nussbaum: Ethics and Political Philosophy: Lecture and Colloquium in Münster 2000. Distributed in North America by Transaction Publishers. pp. 4--119.
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  45. added 2013-06-06
    Mill, Sentimentalism and the Problem of Moral Authority.Daniel Callcut - 2009 - Utilitas 21 (1):22-35.
    Mill’s aim in chapter 3 of Utilitarianism is to show that his revisionary moral theory can preserve the kind of authority typically and traditionally associated with moral demands. One of his main targets is the idea that if people come to believe that morality is rooted in human sentiment then they will feel less bound by moral obligation. Chapter 3 emphasizes two claims: (1) The main motivation to ethical action comes from feelings and not from beliefs and (2) Ethical feelings (...)
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  46. added 2012-10-11
    From Discipline and Autonomy: Kant's Theory of Moral Development.Paul Formosa - 2011 - In Klas Roth & Chris W. Surprenant (eds.), Kant and Education: Interpretations and Commentary. New York: Routledge. pp. 163--176.
    In this paper I argue that Kant develops, in a number of texts, a detailed three stage theory of moral development which resembles the contemporary accounts of moral development defended by Lawrence Kohlberg and John Rawls. The first stage in this process is that of physical education and disciplining, followed by cultivating and civilising, with a third and final stage of moralising. The outcome of this process of moral development is a fully autonomous person. However, Kant’s account of moral development (...)
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  47. added 2012-07-05
    The Fictional Character of Pornography.Shen-yi Liao & Sara Protasi - 2013 - In Hans Maes (ed.), Pornographic Art and the Aesthetics of Pornography. Palgrave-Macmillan. pp. 100-118.
    We refine a line of feminist criticism of pornography that focuses on pornographic works' pernicious effects. A.W. Eaton argues that inegalitarian pornography should be criticized because it is responsible for its consumers’ adoption of inegalitarian attitudes toward sex in the same way that other fictions are responsible for changes in their consumers’ attitudes. We argue that her argument can be improved with the recognition that different fictions can have different modes of persuasion. This is true of film and television: a (...)
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  48. added 2012-07-05
    Moral Persuasion and the Diversity of Fictions.Shen-yi Liao - 2013 - Pacific Philosophical Quarterly 94 (3):269-289.
    Narrative representations can change our moral actions and thoughts, for better or for worse. In this article, I develop a theory of fictions' capacity for moral education and moral corruption that is fully sensitive to the diversity of fictions. Specifically, I argue that the way a fiction influences our moral actions and thoughts importantly depends on its genre. This theory promises new insights into practical ethical debates over pornography and media violence.
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  49. added 2011-03-18
    Wisdom in the University.Nicholas Maxwell & Ronald Barnett - 2008 - Routledge.
    We face grave global problems. We urgently need to learn how to tackle them in wiser, more effective, intelligent and humane ways than we have done so far. This requires that universities become devoted to helping humanity acquire the necessary wisdom to perform the task. But at present universities do not even conceive of their role in these terms. The essays of this book consider what needs to change in the university if it is to help humanity acquire the wisdom (...)
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  50. added 2010-07-13
    Pretense and Imagination.Shen-yi Liao & Tamar Szabó Gendler - 2011 - Wiley Interdisciplinary Reviews 2 (1):79-94.
    Issues of pretense and imagination are of central interest to philosophers, psychologists, and researchers in allied fields. In this entry, we provide a roadmap of some of the central themes around which discussion has been focused. We begin with an overview of pretense, imagination, and the relationship between them. We then shift our attention to the four specific topics where the disciplines' research programs have intersected or where additional interactions could prove mutually beneficial: the psychological underpinnings of performing pretense and (...)
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