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  1. To be able to, or to be able not to? That is the Question. A Problem for the Transcendental Argument for Freedom.Nadine Elzein & Tuomas K. Pernu - 2019 - European Journal of Analytic Philosophy 15 (2):13-32.
    A type of transcendental argument for libertarian free will maintains that if acting freely requires the availability of alternative possibilities, and determinism holds, then one is not justified in asserting that there is no free will. More precisely: if an agent A is to be justified in asserting a proposition P (e.g. "there is no free will"), then A must also be able to assert not-P. Thus, if A is unable to assert not-P, due to determinism, then A is not (...)
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  • “Ought” Implies “Can” but Does Not Imply “Must”: An Asymmetry between Becoming Infeasible and Becoming Overridden.Peter Vranas - 2018 - Philosophical Review 127 (4):487-514.
    The claim that (OIC) “ought” implies “can” (i.e., you have an obligation only at times at which you can obey it) entails that (1) obligations that become infeasible are lost (i.e., you stop having an obligation when you become unable to obey it). Moreover, the claim that (2) obligations that become overridden are not always lost (i.e., sometimes you keep having an obligation when you acquire a stronger incompatible obligation) entails that (ONIM) “ought” does not imply “must” (i.e., some obligations (...)
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  • I Ought, Therefore I Can.Peter B. M. Vranas - 2007 - Philosophical Studies 136 (2):167-216.
    I defend the following version of the ought-implies-can principle: (OIC) by virtue of conceptual necessity, an agent at a given time has an (objective, pro tanto) obligation to do only what the agent at that time has the ability and opportunity to do. In short, obligations correspond to ability plus opportunity. My argument has three premises: (1) obligations correspond to reasons for action; (2) reasons for action correspond to potential actions; (3) potential actions correspond to ability plus opportunity. In the (...)
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  • Why Education in Public Schools Should Include Religious Ideals.Doret J. de Ruyter & Michael S. Merry - 2009 - Studies in Philosophy and Education 28 (4):295-311.
    In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...)
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  • On Optimal Development and Becoming an Optimiser.Doret J. Ruyter - 2012 - Journal of Philosophy of Education 46 (1):25-41.
    The article aims to provide a justification for the claim that optimal development and becoming an optimiser are educational ideals that parents should pursue in raising their children. Optimal development is conceptualised as enabling children to grow into flourishing persons, that is persons who have developed their given possibilities to the full and optimally fulfil the domains that can be said to be objectively good for all people. This also comprises the development of children into persons who want to become (...)
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  • Moral aspirations and ideals.Kimberley Brownlee - 2010 - Utilitas 22 (3):241-257.
    My aim is to vindicate two distinct and important moral categories – ideals and aspirations – which have received modest, and sometimes negative, attention in recent normative debates. An ideal is a conception of perfection or model of excellence around which we can shape our thoughts and actions. An aspiration, by contrast, is an attitudinal position of steadfast commitment to, striving for, or deep desire or longing for, an ideal. I locate these two concepts in relation to more familiar moral (...)
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  • Reasons and ideals.Kimberley Brownlee - 2010 - Philosophical Studies 151 (3):433-444.
    This paper contributes to the debate on whether we can have reason to do what we are unable to do. I take as my starting point two papers recently published in Philosophical Studies , by Bart Streumer and Ulrike Heuer, which defend the two dominant opposing positions on this issue. Briefly, whereas Streumer argues that we cannot have reason to do what we are unable to do, Heuer argues that we can have reason to do what we are unable to (...)
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  • Nothing Less than Excellence: Ideals of Professional Identity.J. Jos Kole & Doret J. de Ruyter - 2009 - Ethics and Social Welfare 3 (2):131-144.
    Part of being a good professional is, so we contend, to have ideals. Ideals essentially complement the deontic considerations that are usually taken as the main components of professional moral deliberation. Yet the notion of professional ideals is problematic. As professional ideals they refer to a profession collectively, while as professional ideals they are first of all strong personal commitments of individual professionals. As collective aspirations, professional ideals have a kind of external normative thrust on individual professionals, but people cannot (...)
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  • Learning from Seneca: a Stoic perspective on the art of living and education.Doret J. de Ruyter & Leendert F. Groenendijk - 2009 - Ethics and Education 4 (1):81-92.
    There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...)
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  • Exit, Voice and Values in Economic Institutions.Graham Dawson - 1997 - Economics and Philosophy 13 (1):87-100.
    Are there worthwhile values and ideals which flourish in the procedures of the state but wither in the transactions of the market? Are there equitable and fulfilling social relationships which are nurtured in the economic sphere but crumble in the political world? There is clearly some truth in the claim that at least in certain circumstances market systems inculcate in people not only ‘honesty and diligence, but also sensitivity to the needs and preferences of others’ . On the other hand, (...)
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  • The promotion of moral ideals in schools; what the state may or may not demand.Doret J. de Ruyter & Jan W. Steutel - 2013 - Journal of Moral Education 42 (2):177-192.
    The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...)
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  • Rescher and Emmet on the Notion of Ideal.Simona Chiodo - 2017 - Philosophia 45 (3):1063-1075.
    The notion of ideal is surely one of the most important legacies of Western philosophy, yet it has been much neglected by contemporary philosophy, probably because of the negative destiny it has suffered during the last century, by being firstly abused through forms of totalitarianism and secondly censured through forms of anarchism. But there are two interesting exceptions: two monographs written by two noteworthy philosophers, the first being Nicholas Rescher, who published in 1987 Ethical Idealism. An Inquiry into the Nature (...)
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