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Dignity may just be the most promiscuous normative abstraction. This article, informed by dignity’s historical variability, political theoretic multipurpose, and conflicting jurisprudence, focuses on a particular but influential invocation of the term: dignity as the normative ground for the ‘capabilities approach’ (CA) model of social justice. We ask whether or not the CA, in particular the influential version propounded by philosopher Martha Nussbaum, requires dignity as its foundational premise, and whether or not dignity may be more costly than beneficial for (...) |
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We often come to value someone or something through experience of that person or thing. You may thereby come to embrace a value that you did not grasp prior to the experience in question. Moreover, it seems that in a large and important subset of cases you could not have fully appreciated that value merely by considering a report of the reasons or arguments that purport to establish that it is valuable. Despite its ubiquity, this phenomenon goes missing in a (...) |
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Freedom can be seen as individual’s capacity to choose between alternatives. As such, it stands in a dialectical relationship to its environment that both imposes constraints on freedom and allows carrying it out. Yet if we see liberty as freedom’s social accommodation, how would freedom shape liberty, and how would liberty accommodate freedom? As a capacity for choice, freedom is formal. Negative liberty, or freedom from, protects this capacity yet does not give it content. To make freedom meaningful, its societal (...) |
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This article seeks to examine central aspects of the relationship between ethics and education in the beginning of the twenty-first century. Since both ethics and education are practical disciplines that are bound to deal with and are challenged by human predicaments, cultural ills and social evils, it seems that in examining the relations between the two, one is required to go beyond analytic elucidation into a more normative, prescriptive and political discourse. It is in light of this understanding and in (...) |
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Since Dilthey we have become used to thinking of reason as having a cultural and historical setting. If we take this insight seriously, then critical rationality or critical thinking can no longer be conceived of as context-free skills. This paper takes up the line of thought that is elaborated by Christopher Winch in his ‘Developing Critical Rationality as a Pedagogical Aim’ and seeks to explicate it by drawing on Ludwig Wittgenstein's concept of ‘language games’ and on the re-evaluation of ‘thinking’ (...) |
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Este artigo procura estabelecer os fundamentos filosóficos e epistemológicos que permitam suportar a educação para a cidadania, tendo em vista um novo conceito de cidadania que responda às necessidades da sociedade contemporânea. Neste âmbito, o artigo confronta autores clássicos com o intuito de indagar acerca dos limites e da natureza do conhecimento e da ação humana. A obra destes autores será relacionada com o trabalho de investigadores recentes, na área da epistemologia experimental e da psicologia. Isto permitirá tirar as conclusões (...) |
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Moral education and ethical reflection are always dependent on the content of the internalized norms, principles and values of the individual. As we demonstrate, this also means that there is no instance of feeling, emotion, spontaneity, or care that can be independent of norms, rules, and values outside human discourse. In light of this, Noddings’ theory of the ethic of care is a contentious theory of child education, as it is linked with the presupposition that we can turn a blind (...) |
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In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by children habituating the results of their moral maxims in scenarios and cases. Fourth, that character and culture, Kant’s highest aims for humanity, are the ultimate beneficiaries of (...) |
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This article concerns the problem of time pressures in higher education from the perspective of Newtonian (clock)time and pedagogical action. While most recent critiques of contemporary time pressures turn to alternative time theories in place of Newtonian temporality, the current paper outlines a way to conceive education from a Newtonian time perspective while also retaining theorizations of education as a form of cyclical and uncertain interaction. Time is theorized as changes in the immediate present which transform an uncertain and potential (...) |
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The purpose of this paper is to view Kant's approach to education in the broader context of Kant's philosophy of culture and history as a process whose direction should be reflectively assumed by human freedom, in the light of man's moral vocation. In this context, some characteristic tensions of his enlightened approach to education appear. Thus, while Kant takes the educational process to be a radically moral enterprise all the way through—and hence, placed in a relational context—he also aspires to (...) |
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Kant's over‐reliance on universal reason and his subjection of free will to the moral law can be seen as normalising a particular and restrictive view of autonomous human existence—a view implicit in liberal accounts of education. Drawing on Nietzsche's critique of Kantian thought, this paper argues that the transcendental and unattainable realm of Kantian reason is insufficient as a sole basis for moral thought and action or as the basis of respect for others as ‘ends‐in‐themselves’. For Nietzsche, the possibility for (...) |
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Though we cherish freedom and equality, there are human relations we commonly take to be morally permissible despite the fact that they essentially involve an inequality specifically of freedom, i.e., parental and fiduciary relations. In this article, I argue that the morality of these relations is best understood through a very old and dangerous concept, the concept of status. Despite their historic and continuing abuses, status relations are alive and well today, I argue, because some of them are necessary. We (...) |
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The tension between external forces for better ethics in organizations, represented by legislation such as the Sarbanes–Oxley Act (SOX), and the call for internal forces represented by increased educational coverage, has never been as apparent. This study examines business school faculty attitudes about recent corporate ethics lapses, including opinions about root causes, potential solutions, and ethics coverage in their courses. In assessing root causes, faculty point to a failure of systems such as legal/professional and management (external) and declining personal values (...) |
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In two different occasions in the twentieth century John Dewey and Maxine Greene stressed the point that educators should attend to ‘what the known demands of us’. Following this dictum, from a critical perspective and with a constructive pedagogical spirit, in this paper we portray a new paradigm for values education that addresses the major challenges to the sustainable futures of young people in the third decade of the twenty first century as well as proposing transformative and empowering educational strategies. (...) |
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In Kant’s moral theory, he describes two levels of highest good as sensible and supersensible. He mentions to these concepts in all his works, without shedding light on fundamental conflict and dispute inherited in the simultaneousness of these two. In accordance with the first level of this concept, have been known as a theological reading of the highest good concept, comparison, and accompaniment of two component of the highest good, that is happiness and virtue, only is achieved with the help (...) |
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Discussing two common critiques on theological interpretations of the concept of the highest good in Kant’s moral philosophy in his paper, Two Conceptions of the Highest Good in Kant, Reath has invited readers to have a secular interpretation of this concept and pointed out its advantages. In the present paper, we will attempt to provide the main principles of Reath’s claims and demonstrate why Kant has stated both of these interpretations in all of his critical works—a subject that has confused (...) |
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It is well-known in Western scholarship that Rousseau has been the forerunner of integral value-based pedagogies; in any case, his name stands as one of the main educationists of the West. However, the pedagogic reflections of two major philosophers of modern Europe, Kant and Hegel, have been largely overlooked, especially in the last decades. Dr. Ferrer shows in this paper that Kant and Hegel can also be regarded as forerunners of holistic value-based pedagogies. Their enlightening contributions to philosophy of education (...) |
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Šiame straipsnyje pagrindžiama tezė jog „moralės galima išmokti“. Analizuojamos pagrindinės galimos moralinio ugdymo klaidos, ieškoma tinkamiausių edukacinių principų bei didaktinių sistemų, padedančių mokytis moralės. Atskleidžiama bei teoriškai pagrindžiama mąstymo svarba doriniame ugdyme bei galimybė taikyti loginio mąstymo kompetenciją kaip moralinių reiškinių analizavimo priemonę. |
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