The self-worth of political communities is often understood to be an expression of their position in a hierarchy of power; if so, then the desire for self-worth is a source of competition and conflict in international relations. In early modern German natural law theories, one finds the alternative view, according to which duties of esteem toward political communities should reflect the degree to which they fulfill the functions of civil government. The present article offers a case study, examining the views (...) concerning confederation rights and the resulting duties of esteem in diplomatic relations developed by Christoph Besold (1577–1638). Besold defends the view that confederations including dependent communities—such as the Hanseatic League—could fulfill a stabilizing political function. He also uses sixteenth-century conceptions concerning the acquisition of sovereignty rights through prescription of immemorial time. Both strands of argument lead to the conclusion that the envoys of dependent communities can have the right to be recognized as ambassadors, with all the duties of esteem that follow from this recognition. (shrink)

The most important parent of the idea of property in the person (self-ownership) is undoubtedly John Locke. In this article, we argue that the origins of this idea can be traced back as far as the third century BCE, to classical Stoicism. Stoic cosmopolitanism, with its insistence on impartiality and the moral equality of all persons, lays the foundation for the idea of self-ownership, which is then given support in the doctrine of oikeiosis and the corresponding belief that nature had (...) made all human beings equal, self-preserving, and self-regarding. On the Stoic account, self-ownership (or our preferred term self-guardianship) is a natural correlate and consequence of oikeiosis, the natural urge to self-preservation, proprioception, and the individuation that came with it. In recognising that people are separate and individual, and entrusting each individual’s welfare to herself, Zeus appears to make everyone a ‘self-guardian’. We uniquely argue that Locke was directly inspired by these Stoic ideas, which he then develops and incorporates into his own theory. (shrink)

In this paper I discuss the problem of the Kantian line. The problem arises because the locus of value in Kantian ethics is rationality, which (counterintuitively) seems to entail that there are no duties to groups of beings like children. I argue that recent attempts to solve this problem by Wood and O’Neill overlook an important aspect of it before posing my own solution.

This article argues that shame is fundamentally interpersonal. It is opposed to the leading interpretation of shame in the field of moral psychology, which is the cognitivist, morally rationally, autonomous view of shame as a negative judgment about the self. That view of shame abandons the social and interpersonal essence of shame. I will advance the idea, as developed by the tradition of philosophical anthropology and, in particular, in the works of Helmuth Plessner, Erwin Straus, F. J. J. Buytendijk, and (...) Maurice Merleau-Ponty, that shame is a heteronomous affective response that is caused by a breakdown in our fundamental interpersonal connection with others. It is a feeling that comes from the denial of our basic need to live with others in a state of trusting acceptance. (shrink)

The present essay is the first part of an analysis regarding aspects of Aristotle’s ontology. Aristotle’s ontology is, in my opinion, a formal ontology that examines the fundamental structures of reality and that investigates the features belonging to entities such as substance, quantity, quality, universals. Aristotle’s ontology investigates, moreover, the reciprocal relations existing between these entities. Aristotle’s interpretation of universals is not, in my opinion, a nominalist interpretation of universals: I do not think Aristotle regards universals as being only mental (...) entities. Aristotle, rather, aims at the differentiation between the realms of reality to which individuals and universals belong. In this part of my investigation, I first expose my interpretation of the fundaments of Aristotle’s ontology. Thereafter, I concentrate my attention on chapter Metaphysics Zeta 13: I comment on Aristotle’s investigation regarding the ontological features belonging to the universal qua universal and to the substance qua substance. I analyse the ontological laws that Aristotle finds about universal and substance: substance and universals are considered by Aristotle as mutually incompatible entities. The analysis shows that a false interpretation of the features of the universals endangers the whole ontology. Moreover, the Third-Man-Regress, which is one of the consequences of the misunderstanding of the position of universals in the reality, is regarded as the key to the interpretation of one of Aristotle’s aims: Aristotle aims at the foundation of a typological ontology putting individual entities and universal entities on different levels of reality. The danger of the Third-Man-Regress is avoided through the introduction of a new ontology, that is, through the introduction of the typological ontology of the entities. (shrink)

The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman’s thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On (...) the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man’s ability to consider and solve problems that he meets in practical life kata ton orthon logon — by doing right things in the right place at the right time in the right way. This phronetic idea of ‘humanizing modernity’ combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey’s ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey’s philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child’s curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child’s subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman’s practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an ‘educative space’ from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it. (shrink)

Ralph Cudworth (1617–1688) is a member of the group of philosophers and theologians commonly called ‘the Cambridge Platonists’. Although not part of the canon of great early modern philosophers, Cudworth’s work is of more than merely passing interest. Cudworth was an influential philosopher in the early modern period both for his criticisms of contemporaries like Hobbes, Descartes, and Spinoza, and for his own distinctive philosophical views. This entry focusses on Cudworth’s views on mind and body, considering both his criticisms of (...) contemporaries’ theories of mind and body, and outlining his alternative form of dualism in which plastic nature plays a central role. (shrink)

Locke's reputation as a sceptic regarding testimony, and the resultant mockery by epistemologists with social inclinations, is well known. In particular Michael Welbourne, in his article ‘The Community of Knowledge’ (1981), depicts Lockean epistemology as fundamentally opposed to a social conception of knowledge, claiming that he ‘could not even conceive of the possibility of a community of knowledge’. This interpretation of Locke is flawed. Whilst Locke does not grant the honorific ‘knowledge’ to anything short of certainty, he nonetheless held what (...) we would call ‘testimonial knowledge’ in appropriate esteem. This can be shown by his careful distinction between testimony and mere received opinion. Furthermore, this distinction is dependent upon a knowledge community which enables hearers of testimony to access alternative accounts. In view of this, we can consider Locke's Conduct of the Understanding in a new light. Dedicated to the autodidact adult, The Conduct directs the learner to reason clearly and well. One goal is to render adult students capable of assessing testimony. The advice given is social in nature. The student must not limit his study to ‘one sort of men or one sort of books’. Otherwise, he faces the sort of cognitive isolation which would render him a mere receiver of opinion. The picture of Locke that emerges is not that of a dyed-in-the-wool sceptic regarding testimonial knowledge, but of a philosopher who formed an embryonic social epistemology embedded within a programme of adult education. (shrink)

This article takes as its starting point the commonplace that Rousseau’s Emile enabled his contemporaries to discover not only childhood but physical education. Focused on what the pedestal erected for Jean-Jacques somewhat overshadows, a brief historiographic overview and a survey of some major writings on education before Rousseau (by the Abbot Fleury, John Locke, Jean-Pierre de Crousaz and Charles Rollin) will show that the ideas defended by the writer were not innovative in the slightest. But also, and this seems far (...) more important, that these ideas took place in a particular context : the mid-eighteenth century dispute between pedagogues and physicians over the body of the child, which resulted as much from the medicalization of pedagogy as from the educationalization of medicine, at a time when the boundaries between disciplines had not yet been defined. In the context of the ascension to power of physicians, reinforced by the first statistics on child mortality, as will be suggested in conclusion, Rousseau’s advocacy for corporal education gave the initiative back to the pedagogues. (shrink)

The following is a reflection on the possibility of teaching by example, and especially as the idea of teaching by example is developed in the work of Jean-Jacques Rousseau. My thesis is that Rousseau created a literary version of himself in his writings as an embodiment of his philosophy, rather in the same way and with the same purpose that Plato created a version of Socrates. This figure of Rousseau—a sort of philosophical portrait of the man of nature—is represented as (...) an example for us to follow. This would appear to have been dangerous and destabilizing work, given the mental distress that it caused Rousseau in striving to live up to his fictional self. Rousseau's own ideas on the nature of teaching by example are presented in a discussion of the section in ‘Emile’ which Rousseau takes from an incident in his own life—the story of his meeting with a young Savoyard priest who befriended him and influenced him through the power of his example. (shrink)

This chapter examines the views of seventeenth-century British philosophers on passions and affections. It explains that about 8,000 books published during this period mentioned passion and that it started with Thomas Wright's Passions of the Mind in General. The chapter also explores the intellectual basis of the writers who wrote about passion – which includes Augustinianism, Aristotelianism, stoicism, Epicureanism, and medicine – and furthermore, analyzes the relevant works of Francis Bacon, Thomas Hobbes, Henry More, and Lord Shaftesbury.

I explore Locke’s complex attitude toward the natural philosophy of his day by focusing on Locke’s own treatment of Newton’s theory of gravity and the presence of Lockean themes in defenses of Newtonian attraction/gravity by Maupertuis and other early Newtonians. In doing so, I highlight the inadequacy of an unqualified labeling of Locke as “mechanist” or “Newtonian.”.

If we accept Popper's idea that the human habitat is described in terms of three worlds, and that there are overlaps between these three worlds, our moral actions and values will also be subject to the same kinds of consideration as a repertoire of behaviours exhibited in a physical environment. We will develop moral habits in a moral habitat and our moral behaviours will also be dependent on the kind of moral habitat in which we find ourselves.There are three main (...) problems to which this analysis leads and on which we will focus in this paper. Firstly, there is the problem of the kind of moral environment—habitat—that we need to provide for human beings if they are to develop the kinds of moral values that we hold to be important. Secondly, there is the question of how we are to develop the kinds of moral habits themselves and thirdly, there is the question of how these moral habits and habitat are to be maintained. If we take Popper seriously then human beings have a crucial responsibility in the creation of a moral third world—that is, a habitat in which human beings can flourish. Schools have an important role as a moral habitat for the inculcation of good moral habits. (shrink)

This paper examines whether or not children’s continued electoral exclusion is morally defensible. Ultimately; there is a deep tension between the egalitarian presuppositions of democracy and our apparent unwillingness to grant children voting rights. Unless a plausible distinction can be found; then; between adults and children that also tracks the underlying reasons for endorsing democracy in the first place; the continued political disenfranchisement of our youngest citizens is shown for what it is: social injustice. e paper begins by exploring some (...) of the conceptual difficulties that childhood creates in relation to democracy. It then assesses the implications of two very different approaches to democracy for children’s voting rights: proceduralism and a child’s supposed right to an open future. (shrink)

Locke bases his moral and political philosophy on his doctrine of the ‘law of nature’. Scholars have debated the content and grounding of this law and its relationship to Christian theology. The ambiguities of the Lockean natural law’s content are traceable to an unclear grammatical construction in a crucial passage of the Treatises of Government, which can be resolved by following out a related set of arguments in that work. The ambiguities of the Lockean natural law’s grounding can then be (...) resolved by the hypothesis, strongly supported by textual evidence, that Locke relies tacitly on the reasoning of a parallel passage in Hobbes. Lockean natural law rests on neither atheistic nor specifically Christian premises but on a hypothetical natural theology. Locke’s conclusions from that natural theology represent an attempt to follow out Hobbesian logic while also tightening it up on one important point on which Hobbes himself appears to vacillate. (shrink)

A central aim of the original Bologna Declaration in 1999 was to give the opportunity of advancement in education to every European citizen. According to the Declaration, this goal is worth achieving not simply in order to provide better-qualified workers within the European Union, rather, the aim of higher education within the European Union is understood in a holistic sense as a prerequisite for the composition of a well-functioning European civil society. How can such an ambitious goal be achieved? In (...) this article, we propose that the core capability at stake is that of empathy which, for this reason, should be central to programmes of European higher education. Empathy is not regarded as just a property of specific individuals but as an attribute which must be ascribed to specific forms of civil intercourse. Therefore, what is needed in European higher education is the provision of a social environment for students which allows for civil-cultivation, and for processes of self-cultivation. Self-cultivation, as described here, means more than a refinement of manners; rather, it refers to the development of a civil mode for approaching others: a mode that is sensitive and self-aware at the same time, and which can be regarded as arising out of a shared European heritage interconnecting rhetoric and sociability. (shrink)

Maughn Rollins Gregory and Meghan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher explores the Philosophy for Children movement, and the way the work of Gareth B. Matthews carried forward its key components. In this paper, I consider the impact of Matthews’ embeddedness within a Western philosophical tradition, even as he strives mightily to propose a broad-minded approach to P4C. I draw upon the work of Amasa Philip Ndofirepi to explore the tensions and possibilities in reconciling Western and non-Western approaches (...) to P4C. I argue that the social contexts of culture, ethnicity, and nationality can serve to broaden P4C curricula and pedagogy, making it fit for schools in a liberal democratic society. (shrink)

What cognitive goods do children plausibly have a right to in an education? In attempting to answer this question, I begin with a puzzle centred around Joel Feinberg's observation that a denial of certain cognitive goods can violate a child's right to an open future. I show that propositionalist, dispositionalist and objectualist characterisations of the kinds of cognitive goods children have a right to, run in to problems. A promising alternative is then proposed and defended, one that is inspired in (...) the main by Wittgenstein's ‘hinge’ epistemology as developed in his posthumous On Certainty. (shrink)

ABSTRACT:I reflect critically on the early modern philosophical canon in light of the entrenchment and homogeneity of the lineup of seven core figures: Descartes, Spinoza, Leibniz, Locke, Berkeley, Hume, and Kant. After distinguishing three elements of a philosophical canon—a causal story, a set of core philosophical questions, and a set of distinctively philosophical works—I argue that recent efforts contextualizing the history of philosophy within the history of science subtly shift the central philosophical questions and allow for a greater range of (...) figures to be philosophically central. However, the history of science is but one context in which to situate philosophical works. Looking at the historical context of seventeenth-century philosophy of mind, one that weaves together questions of consciousness, rationality, and education, does more than shift the central questions—it brings new ones to light. It also shows that a range of genres can be properly philosophical and seamlessly diversifies the central philosophers of the period. (shrink)

The examination of the modern construction of subject is not over yet. Although many thinkers have exhausted its conceptual ambiguities and practical consequences, its impact is far from fully understood without an analysis of the construction of childhood for the future subject. In this essay, I problematize five constructions of childhood that emerged in the modern time and scrutinize the impasses of logic or conceptual ambiguities within, along with the practical consequences thereof. I explore how the modern construction of childhood (...) is problematic in and of itself, as well as the light it sheds on the deeply embedded ambiguities and aporia :75–88 2007) in the construction of the modern subject. This paper will untangle the problems associated with each of these constructs and their respective implications for the making of the modern subject. (shrink)

Research Articles Thomas G. West, Social Philosophy and Policy, FirstView Article.

The article discusses two basic paradigms of western educational theory, namely the concept of “influence” and the concept of “development”. Two historical contextes are analyzed, John Locke's theory of human learning and Jean-Jacques Rousseau's theory of natural development. Both theories are rejected in favour of a position beyond “influence” and “development”. This position of a theory of education ( Erziehung ) is marked with the term “moral communication”.

Loneliness and solitude have similar attributes to individuals, but there is a critical variance between the two regarding the impact on the individual. Loneliness is an unpleasant feeling in a broad sense, while according to some philosophers, solitude is regarded as a joyful necessity when one establishes a deep relationship with the outside world. This article aims to develop a sensible account of the difference between solitude and loneliness by looking at some insightful philosophical viewpoints. Importantly, this article aims to (...) explain the dimensions in which solitude is a positive phenomenon. I will analyze the role of solitude in eliminating loneliness from two aspects: self-consciousness and self-knowledge construction. (shrink)

In this article, I engage with the queries, comments, and suggestions raised by my commentators. I proceed in the order of the original contributions, which more or less follows the order to the ch...

Is it true that all formative influence is unethical, and that we ought to avoid influencing children (and indeed anyone at all)? There are more or less defensible versions of this doctrine, and we shall follow some of the strands of argument that lead to this conclusion. It seems that in maintaining that all influence is immoral, one commits oneself to the idea that children have innate teleologies, that these may be frustrated, and that to frustrate a child’s innate teleology (...) would be to wrong them. First we consider a strong view of innate teleology exemplified in the writing of Plato. However, even those who favour such a view can approve of those formative influences which lead people to better realise their innate teleology. Next we consider a weaker version of the doctrine, one claiming that we ought to broaden the possibilities available to those that we influence, and never to narrow them. This seems too permissive a strategy, however. Finally Foss and Griffin’s worry about a desire for control and domination being embedded in persuasion is explored together with their proposed alternative strategy of ‘invitational rhetoric’. Ultimately, this paper argues that we often have good reason to encourage certain formative outcomes and discourage others. (shrink)

Against narrow understandings of educational research, this article defends the relevance of philosophical anthropology to ethico-political education and contests its lack of space in the philosophy of education. My approximation of this topic begins with comments on philosophical anthropology; proceeds with examples from the history of educational ideas that illustrate what is at stake in placing realism, impossibility and education side by side; and moves to what anthropologically counts as realism or realistic expectations from education. The etymology of the word (...) ‘education’ allows us to unveil educational connections with human nature that demarcate (im)possibility and thematize essentialism. By investigating various questions concerning human nature, philosophical anthropology becomes important for exploring the aims and scope of education in their utopian or anti-utopian framings. (shrink)

Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so she brings (...) Montessori into conversation with Rancière to further explore the idea of equality between teachers and students, as well as between citizens in a democracy. There are problems with both Rancière's perspective and Montessori's that feminist theory, in the form of a relational ontology and epistemology, can help us solve by finding our way out of the paradoxes of democracy and on to trusting our students, our future democratic citizens. (shrink)

Locke’s argument for the primary-secondary quality distinction is compared with Descartes’s argument (in the Principles of Philosophy) for the distinction between mechanical modifications and sensible qualities. I argue that following Descartes, Locke’s argument for the primary-secondary quality distinction is an essentially a priori argument, based on our conception of substance, and the constraints on intelligible bodily interaction that this conception of substance sets.

This paper attempts to square libertarian principles with the reality of formal education by asking how far we should and can allow people to do as they wish in educational settings. The major focus is on children in schools, as the concept ‘childhood’ ipso facto implies restrictions on doing as one wishes, and schools as institutions entail inevitable constraints. Children by definition tend to enjoy stronger protection rights but weaker liberty rights than adults. A local preferential calculus is developed as (...) a guide for teachers, suggesting wishes should be granted where feasible and at least welfare neutral. In the case of teachers, employers set the parameters for the feasibility criterion but should also ensure at least welfare neutrality, while students in adult and higher education should be responsible for the feasibility and welfare outcomes of their own choices. (shrink)

In the article, referring to the method of rational reconstruction described by R. Rorty, an analysis of some works of J. Locke has been made in order to identify new prospects in John Locke's philosophy researches. As a result, it’s been demonstrated the presence of silence as an argument and a manifestation of respect J. Locke’s research of realms of cognition, political philosophy and philosophy of education. This is not covered in modern John Locke's philosophy researches. The authors emphasize that (...) J. Locke, although not directly exploring silence as an argument, however, describes the argument ad ignorantiam, the wording of which in the work «An Essay Concerning Human Understanding» and his understanding of tacit consent in the work «Two Treatises of Government» are related to silence as an argument and a manifestation of respect. The position that silence as an argument is present in all four arguments described by J. Locke is substantiated. Additionally, the argument ad ignorantiam can be considered both as an argument from silence and as a kind of argument to silence. Considered arguments can serve as an argument to silence for the proponent and/or the third party, that is, anyone who is not directly involved in the dispute. Basing on J. Locke's explanation of the characteristic feature of tacit consent, that is, the absence of the expressed consent/disagreement, the possibility of distinguishing the indirect connection between tacit consent and the argument ad ignorantiam is demonstrated, since both tacit consent and the argument ad ignorantiam in J. Locke's works rely on the absence of expressed statements on the consent or disagreement of the opponent. It is established that the ideas of the education of children described by J. Locke also correlate with silence as an argument and a manifestation of respect. Applying the classification of the types of respect proposed by S. Hudson and complemented by R. Dillon to the use of the term «respect» to the various texts of J. Locke, it is substantiated that described by him respect covered almost all kinds of this classification. (shrink)

It appears that a long, monotonous and patriarchal tradition in the history of philosophy has insisted on the absence of the family. Prompted by Derrida’s Glas, this article suggests that any ethic...

Where do a child’s morals come from? Interactions with other human beings provide arguably the primary contexts for moral development: family, friends, teachers and other people. It is the artistic products of human activity that this essay considers: literature, film, art, music. Specifically, I will consider some philosophical issues concerning the influence of folk and fairy tales on moral development. I will discuss issues of representation and reduction: in particular, how far should stories for children elide the complexities inherent to (...) many folk and fairy tales? Drawing on a distinction between a problematic reductionism and an appropriate pedagogical reduction, I suggest that pedagogical issues of representation require us to think about how to represent complexity in ways that are reductive without being reductionist, that can delight and engage without being horrifying or tedious. While there is a place for horror and for boredom, it is primarily a matter of timing... (shrink)

Engineers and scientists, whose professional responsibilities often influence the natural environment, have sought to develop an environmental ethic that will be in tune with their attitudes toward the non-human environment, and that will assist them in decision making regarding questions of environmental quality. In this paper the classical traditions in normative ethics are explored in an attempt to formulate such an environmental ethic. I conclude, however, that because the discipline of ethics is directed at person-person interactions, ethics as a scholarly (...) discipline does not help us understand how we ought to treat non-human nature. We therefore cannot look to ethics as a source for understanding our attitudes and for providing guidance to our actions with regard to the environment. To do so is to ask too much of ethics. If we are to find an acceptable environmental morality, it must come from a new paradigm. One approach might be to understand our attitudes on the basis of spirituality, modeled after animistic religions. (shrink)

In the course of the ‘long’ eighteenth century, ways of thinking in the Western world transformed in fundamental ways; even words that remained the same took on new meanings. In the field of the history of ideas, the period 1700–1850 is also called the ‘saddle-period’. Philosophers of history have argued that the new basic concepts that emerged at this time indicate how social reality has come to be comprehended in the modern era. Various segments of the population relied on them (...) to act, understand, interpret and reform reality. These concepts are crucial to the discursive constitution of the world—in the economy, politics, science, art, education and so on. They play their part in the dissolution of the ‘old’ world and the emergence of a ‘new’ one. They can thus also be studied with regard to their functioning as both factors in and indicators of evolutionary processes. This article deals with a small aspect of the historical co-evolution of concepts and structures in education. It examines the non-random character of the variations in the discourses on the social function of education, especially in the eighteenth century. (shrink)

Research Articles Adam Mossoff, Social Philosophy and Policy, FirstView Article.

In the article, referring to the method of rational reconstruction described by R. Rorty, an analysis of some works of J. Locke has been made in order to identify new prospects in John Locke's philosophy researches. As a result, it’s been demonstrated the presence of silence as an argument and a manifestation of respect J. Locke’s research of realms of cognition, political philosophy and philosophy of education. This is not covered in modern John Locke's philosophy researches. The authors emphasize that (...) J. Locke, although not directly exploring silence as an argument, however, describes the argument ad ignorantiam, the wording of which in the work «An Essay Concerning Human Understanding» and his understanding of tacit consent in the work «Two Treatises of Government» are related to silence as an argument and a manifestation of respect. The position that silence as an argument is present in all four arguments (argumentum ad verecundiam, argumentum ad ignorantiam, argumentum ad hominem, argumentum ad judicium) described by J. Locke is substantiated. Additionally, the argument ad ignorantiam can be considered both as an argument from silence (ex silentio argument) and as a kind of argument to silence. Considered arguments can serve as an argument to silence for the proponent and/or the third party, that is, anyone who is not directly involved in the dispute. Basing on J. Locke's explanation of the characteristic feature of tacit consent, that is, the absence of the expressed consent/disagreement, the possibility of distinguishing the indirect connection between tacit consent and the argument ad ignorantiam is demonstrated, since both tacit consent and the argument ad ignorantiam in J. Locke's works rely on the absence of expressed statements on the consent or disagreement of the opponent. It is established that the ideas of the education of children described by J. Locke also correlate with silence as an argument and a manifestation of respect. Applying the classification of the types of respect proposed by S. Hudson and complemented by R. Dillon to the use of the term «respect» to the various texts of J. Locke, it is substantiated that described by him respect covered almost all kinds of this classification. (shrink)