Switch to: References

Citations of:

Of Human Potential

Philosophy 62 (240):250-252 (1987)

Add citations

You must login to add citations.
  1. Civic Education and the Good.Gudmundur Heidar Frímannsson - 2001 - Studies in Philosophy and Education 20 (4):303-315.
    It is argued that children need to learn about civic issues intheir education because certain virtues are required for a decently organisedsociety. It is also argued that the school has wide obligations to educate theyoung in civics because it is in their best interests. This is not seen asan encroachment on the privacy of the individual. It is explained that theschool has an obligation to impart knowledge to the young.
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Amartya Sen's capability approach to education: A critical exploration.Madoka Saito - 2003 - Journal of Philosophy of Education 37 (1):17–33.
    This article examines the underexplored relationship between Amartya Sen's ‘capability approach’ to human well-being and education. Two roles which education might play in relation to the development of capacities are given particular attention: (i) the enhancement of capacities and opportunities and (ii) the development of judgement in relation to the appropriate exercise of capacities.
    Download  
     
    Export citation  
     
    Bookmark   16 citations  
  • Reasonableness, bias, and the untapped power of procedure.Jonathan E. Adler - 1993 - Synthese 94 (1):105 - 125.
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  • Israel Scheffler's Ethics: Theory and Practice.L. Victor Worsfold - 1997 - Studies in Philosophy and Education 16 (1/2):189-200.
    Evincing his not uncritical allegiance to pragmatic philosophy, Isreal Scheffler's notion of ethics and its role in education is one which attempts to dissolve inherited distinctions in the field. For Scheffler's ethics, aimed always at justifiable conduct, is conduct guided by rationality, powered by emotion, responsive the needs of it agents’ community, learned through moral education, practiced habitually, and ultimately justified by individual commitment to action. Scheffler's primary desideratum is to arrive at an ethics that is justifiable because it is (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Essentialism regarding human nature in the defence of gender equality in education.Katariina Holma - 2007 - Journal of Philosophy of Education 41 (1):45–57.
    In this article I consider contemporary philosophical conceptions of human nature from the point of view of the ideal of gender equality. My main argument is that an essentialist account of human nature, unlike what I take to be its two main alternatives (the subjectivist account and the cultural account), is able coherently to justify the educational pursuit of this ideal. By essentialism I refer to the idea that there are some features common to all human beings (independent of individual, (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • Objectivity and rationality in epistemology and education: Scheffler's middle road.Alven Neiman & Harvey Siegel - 1993 - Synthese 94 (1):55 - 83.
    Download  
     
    Export citation  
     
    Bookmark   10 citations  
  • DIS/Empowering pursuits: The promise of literacy and the patterns of school practice. [REVIEW]Gunilla Holm, Julie Kaufman & Paul Farber - 1995 - Studies in Philosophy and Education 14 (1):63-74.
    Download  
     
    Export citation  
     
    Bookmark  
  • In Praise of Objective-Subjectivity: Teaching the Pursuit of Precision.Ann Diller - 1997 - Studies in Philosophy and Education 16 (1/2):73-87.
    Building upon aspects of Isreal Scheffler's philosophy, this essay takes up the search for forms of education that will lead to increased participation in a universal conversation in the making. In particular, it looks at how the rational passions may either enhance or impede the possibility of intelligible discourse between opponents. On the impediment side, the phenomenon of 'communicative isolation' is investigated, along with the nature of arrogant perception and the problematic role played by negative rational passions. The conclusion reached (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Some Contributions of Philosophy to Education.Israel Scheffler - 1999 - The Proceedings of the Twentieth World Congress of Philosophy 3:193-200.
    Of what use is philosophy to education? What do philosophical purposes, skills, and attitudes bring to educational practice? What might they accomplish? My concern in this paper is not with any particular set of philosophical doctrines, nor am I inquiring after the educational implications of this or that philosophical viewpoint. Rather, my questions pertain to philosophical activity itself. The questions are thus quite general and they are certainly not new. But they take on special urgency when viewed in the perspective (...)
    Download  
     
    Export citation  
     
    Bookmark