This article draws on Martha Nussbaum's distinction between basic, internal, and external capacities to better specify possible locations for children's ‘incapacity’ for autonomy. I then examine Maria Montessori's work on what she calls ‘normalization’, which involves a release of children's capacities for autonomy and self-governance made possible by being provided with the right kind of environment. Using Montessori, I argue that, in contrast to many ordinary and philosophical assumptions, children's incapacities for autonomy are best understood as consequences of an absence (...) of external conditions necessary for children to exercise capacities they already have internally, rather than intrinsic limitations based on their stage of life. In a closing section, I show how Montessori proposes a model wherein both children and adults have autonomy, power, and responsibility, but over different spheres, and suggest implications of these differences for who has responsibility for establishing the conditions under which children can flourish. (shrink)

When epistemic peers disagree, what should a virtuous arguer do? Several options have been defended in the recent literature on the epistemology of disagreement, which connects interestingly to the controversy launched by Fogelin’s famous paper on ‘deep disagreement.’ I will argue that Fogelin’s case is transformed by the new work on disagreement, and that when seen in that broader epistemological context ‘deep’ disagreement is much less problematic for argumentation theory than it once seemed.

Offering the first developed account of political liberal education, this book combines a thorough analysis of the theoretical groundwork of political liberal education with application-oriented approaches to contemporary educational challenges. Following in depth engagement with the shortcomings of Rawls’ theory and addressing some key objections to neutrality-based restrictions in education, the volume moves on to provide an insightful discussion of topics such as same-sex relations in sex-education, the position of migrant children and the rights of religious parents to determine the (...) education of their children. This book outlines a political liberal account of education which provides a useful contribution to the current debates about liberalism and education in a way unprecedented in the literature on political liberalism so far. It is of interest to anyone working at the intersection of political philosophy and philosophy of education as well as for scholars with a broader interest in how liberalism can respond to the challenges of value pluralism. (shrink)

Given present criticisms of contemporary education and leadership practices, this article investigates the ways in which the basic concepts of state freedom and bureaucracy stifle ethics and social justice in educational leadership practices through the philosophical framework of Emmanuel Levinas. By investigating Levinas’ ‘an-archy’, the definition of ethics and justice in school leadership can be reframed towards responsibility to otherness rather than individual freedom. The anarchical ethic of pure responsibility to the Other suggests that educational leaders should prioritize specific acts (...) of responsibility over general actions based on the assumptions of traditional state education. Aspects of transactional, transformational, and social justice leadership are critiqued from this perspective. (shrink)

Drawing on recent debates about the relationship between propositional and practical knowledge, this article is concerned with broad concepts of agency. Specifically, it is concerned with agency that involves the forming and putting into effect of intentions over relatively extended periods, particularly in work contexts (called, for want of a better term, ?project management?). The main focus of interest is thus not on ?know-how? in the sense of ability to perform types of tasks but on the ability to form and (...) carry through projects. Much, although by no means all, of the limited literature on this topic assumes that such abilities are largely independent of social interaction. This article will challenge that assumption. The article concludes with a reflection on the implications of an adequate account of project management ability for contemporary debates on the relationship between propositional and practical knowledge, and examines the implications for vocational and professional education that prepares people for this type of broadly based agency for their personal development. (shrink)

Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy.

In this review of Christopher Winch's new book, Education, Autonomy and Critical Thinking (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic strains of the later Wittgenstein. But these criticisms are not such as to upend Winch's powerful critique of antiperfectionism and 'strong autonomy' or his defence of 'weak autonomy'. His account (...) of autonomy as an educational aim is important and in several respects compelling. (shrink)

Our interest is in the possibility of there being a philosophically interesting set of useful false beliefs where the utility in question is specifically epistemic. As we will see, it is hard to delineate plausible candidates in this regard, though several are promising at first blush. We begin with the kind of strictly false claims that are said to be often involved in good scientific practice, such as through the use of idealisations and fictions. The problem is that it is (...) difficult to see that there would be any epistemic utility in believing such claims, as opposed, say, to merely accepting them. Next we turn to the challenge posed by epistemic situationism, which when embedded within a plausible form of virtue epistemology appears to show that sometimes purely situational factors can play a significant explanatory role in one’s cognitive success. But again it is hard to see how the role that these epistemically beneficial situational factors contribute can be cashed out in terms of epistemically useful false beliefs on the part of the subject. Finally, we turn to the Wittgensteinian conception of hinge commitments, commitments that are held to be epistemically useful even if false. While the epistemic utility of these commitments is defended, it is argued that one cannot make sense of these commitments in terms of belief. Support is thus canvassed, albeit in a piecemeal fashion, for the thesis that the prospects for there being philosophically interesting cases of epistemically useful false belief are poor. (shrink)

The aim of the paper is to discuss and evaluate the role of positive emotions for cooperation in dialogical inquiry. I analyse dialogical interactions as vehicles for inquiry, and the role of positive emotions in knowledge gain is illustrated in terms of a case study taken from Socratic Dialogue, a contemporary method used in education for fostering group knowledge. I proceed as follows. After having illustrated the case study, I analyse it through the conceptual tools of distributed cognition and character-based (...) virtue epistemology, focusing on the two functions that emotions seem to play in the process of knowledge-building. These functions are motives for joint inquiry, and building blocks of the affective environment where the inquiry takes place. Positive emotions such as love and gratitude foster knowledge generation by providing an environment for posing questions and exploring aspects of a specific topic that a subject would not investigate outside of a group. This analysis helps me defend the thesis for which positive emotions are beneficial for cooperation. Because cooperation is the process that leads a group to cognitive transformation, emotions that support cooperation are beneficial for group knowledge creation as well. I assume that the beneficial function that positive emotions play within dialogical inquiry is the one of enhancement of cooperation. A beneficial factor not only comprises positive emotions that facilitate and strengthen cooperation among the agents in their epistemic practices, but also consists of such emotions that nurture the epistemic agents, enhancing their responsibility to generate epistemic goods, as propositional knowledge or explanatory understanding, for example. Thus, the responsibility toward the epistemic practice disclose the ethical dimension of group inquiry. (shrink)