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  1. Enlightenment, reason and universalism: Kant’s Critical Insights.Kenneth R. Westphal - 2016 - Studies in East European Thought 68 (2-3):127-148.
    ‘Universalist’ moral principles have fallen into disfavour because too often they have been pretexts for unilateral impositions upon others, whether domestically or internationally. Too widely neglected has been Kant’s specifically Critical re-analysis of the scope and character of rational justification in all non-formal domains, including the entirety of epistemology and moral philosophy, including both justice and ethics. Rational judgment is inherently normative because it is in part constituted by our self-assessment of whether the considerations we now integrate into a candidate (...)
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  • An Aristotelian Model of Moral Development.Wouter Sanderse - 2015 - Journal of Philosophy of Education 49 (3):382-398.
    Despite the Aristotelian renaissance in the philosophy of education, the development of virtue has not received much attention. This is unfortunate, because an attempt to draft an Aristotelian model of moral development can help philosophers to evaluate the contribution Aristotelian virtue ethics can make to our understanding of moral development, provide psychologists with a potentially richer account of morality and its development, and help educators to understand the developmental phase people are in. In the article, it is argued that the (...)
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  • Plato’s legacy to education: addressing two misunderstandings.Alkis Kotsonis - 2023 - Journal of Philosophy of Education 57 (3):739-747.
    Building on Jonas and Nakazawa’s recent work (A Platonic Theory of Moral Education), my aim in this paper is to address two widespread misunderstandings of Plato’s ideas about education. The first is that the Platonic theory of education is nonegalitarian, promoting an educational system that justifies and perpetuates a caste-based society. The second is that the Platonic conception of the virtuous agent is primitive and far inferior to the Aristotelian conception, especially concerning the psychological make-up of the virtuous agent. By (...)
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  • Den nya syntesen och etik i undervisningen.Niclas Lindström & Lars Samuelsson - 2018 - Nordidactica: Journal of Humanities and Social Science Education 2018 (3):27-43.
    Researchers within the educational field usually acknowledge the idea that teaching is an essentially moral activity. Yet, they seem to have different opinions on how teachers are supposed to complete that task in their everyday pedagogical practice. Jonathan Haidt has conducted a series of international studies, during recent years, revealing how people in general tend to respond ethically to situations that evoke strong emotional reactions. Based on the results he has presented a theory, the New Syntheses, in which he claims (...)
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  • Patriotic Education: A Response to Thompson, Rogach, and Sockett.Randall Curren - 2019 - Studies in Philosophy and Education 38 (6):683-688.
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  • Philosophy and the good life.Angela Hobbs - 2018 - Journal of Philosophy in Schools 5 (1):20-37.
    This paper considers the implications for education of a reworked ancient Greek ethics and politics of flourishing, where ‘flourishing’ comprises the objective actualisation of our intellectual, imaginative and affective potential. A brief outline of the main features of an ethics of flourishing and its potential attractions as an ethical framework is followed by a consideration of the ethical, aesthetic and political requirements of such a framework for the theory and practice of education, indicating the ways in which my approach differs (...)
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  • There is Something About Aristotle: The Pros and Cons of Aristotelianism in Contemporary Moral Education.Kristján Kristjánsson - 2014 - Journal of Philosophy of Education 48 (1):48-68.
    The aim of this article is to pinpoint some of the features that do—or should—make Aristotelianism attractive to current moral educators. At the same time, it also identifies theoretical and practical shortcomings that contemporary Aristotelians have been overly cavalier about. Section II presents a brisk tour of ten of the ‘pros’: features that are attractive because they accommodate certain powerful and prevailing assumptions in current moral philosophy and moral psychology—applying them to moral education. Section III explores five versions of the (...)
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  • Aristotelic Learning Through the Arts.Guillermo Marini - 2013 - Studies in Philosophy and Education 33 (2):171-184.
    The field of Philosophy and Education seems to be experiencing a renewed interest in the work of Aristotle. As recently reviewed by Curren (Oxf Rev Educ 36(5):543–559, 2010), most of this attention aligns with the virtue ethics movement where themes like moral development in education, and the inquiry on human flourishing as the aim of education are prevalent. For sources, this scholarship relies heavily and extensively on the Nicomachean Ethics and Politics’ Book VIII where Aristotle develops his single, clearly defined (...)
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