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  1. Critical Thinking.Sharon Bailin & Harvey Siegel - 2002 - In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 181–193.
    This chapter contains sections titled: The Nature of Critical Thinking Critical Thinking: Skills/Abilities and Dispositions Critical Thinking and the Problem of Generalizability The Relationship Between Critical Thinking and Creative Thinking “Critical Thinking” and Other Terms Referring to Thinking Critical Thinking and Education Critiques of Critical Thinking Conclusion.
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  • Autonomy and Personal History.John Christman - 1991 - Canadian Journal of Philosophy 21 (1):1 - 24.
    Virtually any appraisal of a person’s welfare, integrity, or moral status, as well as the moral and political theories built on such appraisals, will rely crucially on the presumption that her preferences and values are in some important sense her own. In particular, the nature and value of political freedom is intimately connected with the presupposition that actions one is left free to do flow from desires and values that are truly an expression of the ‘self-government’ of the agent. However, (...)
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  • Rationality redeemed?: further dialogues on an educational ideal.Harvey Siegel - 1997 - London: Routedge.
    In Educating Reason, Harvey Siegel presented the case regarding rationality and critical thinking as fundamental education ideals. In Rationality Redeemed? , a collection of essays written since that time, he develops this view, responds to major criticisms raised against it, and engages those critics in dialogue. In developing his ideas and responding to critics, Siegel addresses main currents in contemporary thought, including feminism, postmodernism and multiculturalism.
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  • An essay on moral responsibility.Michael Zimmerman - 1988 - Totowa, NJ: Rowman & Littlefield.
    This superbly crafted account of the notion of moral responsibility and of its relations to freedom, control, ignorance, negligence, attempts, omissions, compulsion, mental disorders, virtues and vices, desert, and punishment fills that gap. The treatment of character and luck is particularly sophisticated and well-argued.
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  • Morals by agreement.David P. Gauthier - 1986 - New York: Oxford University Press.
    Is morality rational? In this book Gauthier argues that moral principles are principles of rational choice. He proposes a principle whereby choice is made on an agreed basis of cooperation, rather than according to what would give an individual the greatest expectation of value. He shows that such a principle not only ensures mutual benefit and fairness, thus satisfying the standards of morality, but also that each person may actually expect greater utility by adhering to morality, even though the choice (...)
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  • The Aims of Education.Richard Marples (ed.) - 1999 - New York: Psychology Press.
    For many years, the aims of education have been informed by liberalism, with an emphasis on autonomy. The aim has been to mentally equip students to be autonomous individuals, able to live self-directed lives. In this volume, international philosophers of education explore and question diverse strains of the liberal tradition, discussing not only autonomy but other key issues such as: social justice; national identity; curriculum; critical thinking; and social practices. The contributors write from a variety of standpoints, offering many interpretations (...)
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  • (3 other versions)Freedom and Resentment.Peter Strawson - 1962 - Proceedings of the British Academy 48:187-211.
    The doyen of living English philosophers, by these reflections, took hold of and changed the outlook of a good many other philosophers, if not quite enough. He did so, essentially, by assuming that talk of freedom and responsibility is talk not of facts or truths, in a certain sense, but of our attitudes. His more explicit concern was to look again at the question of whether determinism and freedom are consistent with one another -- by shifting attention to certain personal (...)
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  • (3 other versions)Freedom and Resentment.Peter Strawson - 1982 - In Gary Watson (ed.), Free will. New York: Oxford University Press.
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  • (3 other versions)1. Freedom and Resentment.Peter Strawson - 1993 - In John Martin Fischer & Mark Ravizza (eds.), Perspectives on moral responsibility. Ithaca, NY: Cornell University Press. pp. 1-25.
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  • Autonomous Agents: From Self Control to Autonomy.Alfred R. Mele - 1995 - New York, US: Oxford University Press.
    Autonomous Agents addresses the related topics of self-control and individual autonomy. "Self-control" is defined as the opposite of akrasia-weakness of will. The study of self-control seeks to understand the concept of its own terms, followed by an examination of its bearing on one's actions, beliefs, emotions, and personal values. It goes on to consider how a proper understanding of self-control and its manifestations can shed light on personal autonomy and autonomous behaviour. Perspicuous, objective, and incisive throughout, Alfred Mele makes a (...)
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  • Walden Two. [REVIEW]H. A. L. & B. F. Skinner - 1949 - Journal of Philosophy 46 (20):654.
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  • VI*—Freedom, Autonomy and the Concept of a Person.S. I. Benn - 1976 - Proceedings of the Aristotelian Society 76 (1):109-130.
    S. I. Benn; VI*—Freedom, Autonomy and the Concept of a Person, Proceedings of the Aristotelian Society, Volume 76, Issue 1, 1 June 1976, Pages 109–130, https://.
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  • Contractarianism and Rational Choice: Essays on David Gauthier's Morals by Agreement.Peter Vallentyne (ed.) - 1991 - Cambridge University Press.
    David Gauthier's Morals by Agreement is the most complete and suggestive contractarian theory of morality since the work of Rawls. In this anthology a number of prominent moral and political philosophers offer a critical assessment of Gauthier's theory and its three main projects: developing a contractarian foundation for morality, defending a theory of rational choice, and supporting the claim that rationality requires one to keep one's agreements. An introduction sets out Gauthier's project, while Gauthier himself has the last word, responding (...)
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  • Responsibility and Control: A Theory of Moral Responsibility.John Martin Fischer & Mark Ravizza - 1998 - New York: Cambridge University Press. Edited by Mark Ravizza.
    This book provides a comprehensive, systematic theory of moral responsibility. The authors explore the conditions under which individuals are morally responsible for actions, omissions, consequences, and emotions. The leading idea in the book is that moral responsibility is based on 'guidance control'. This control has two components: the mechanism that issues in the relevant behavior must be the agent's own mechanism, and it must be appropriately responsive to reasons. The book develops an account of both components. The authors go on (...)
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  • The Significance of Free Will.Robert Kane - 1996 - New York, US: Oxford University Press USA.
    Robert Kane provides a critical overview of debates about free will of the past half century, relating this recent inquiry to the broader history of the free will issue and to vital currents of twentieth century thought. Kane also defends a traditional libertarian or incompatibilist view of free will, employing arguments that are both new to philosophy and that respond to contemporary developments in physics and biology, neuro science, and the cognitive and behavioral sciences.
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  • Concepts of indoctrination: philosophical essays.Ivan Snook - 1972 - Boston,: Routledge and Kegan Paul.
    Gatchel, R. H. The evolution of the concept.--Wilson, J. Indoctrination and rationality.--Green, T. F. Indoctrination and beliefs.--Kilpatrick, W. H. Indoctrination and respect for persons.--Atkinson, R. F. Indoctrination and moral education.--Flew, A. Indoctrination and doctrines.--Moore, W. Indoctrination and democratic method.--Wilson, J. Indoctrination and freedom.--Flew, A. Indoctrination and religion.-- White, J. P. Indoctrination and intentions.--Crittenden, B. S. Indoctrination as mis-education.--Snook, I. A. Indoctrination and moral responsibility.--Gregory, I. M. M. and Woods, R. G. Indoctrination: inculcating doctrines.-- White, J. P. Indoctrination without doctrines?
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  • The aims of education.Roger Marples (ed.) - 1999 - New York: Routledge.
    In this volume, international philosophers of education explore and question diverse strains of the liberal tradition, discussing autonomy and other key issues including social justice, national identity, curriculum, critical thinking and social practices.
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  • Educating reason: rationality, critical thinking, and education.Harvey Siegel - 1988 - Routledge.
    Beginning with a discussion of the Informal Logic Movement and the renewed interest in critical thinking in education, this book critically assesses the work of Robert Ennis, Richard Paul and John McPeck.
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  • History and Personal Autonomy.Alfred Mele - 1993 - Canadian Journal of Philosophy 23 (2):271 - 280.
    John Christman, in 'Autonomy and Personal History,' advances a novel genetic or historical account of individual autonomy.1 He formulates 'the conditions of the [i.e., his] new model of autonomy' as follows: (i) A person Pis autonomous relative to some desireD if it is the case that P did not resist the development of D when attending to this process of development, or P would not have resisted that development had P attended to the process; (ii) The lack of resistance to (...)
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  • Responsibility.Jonathan Glover - 1970 - New York,: Humanities P..
    I THEORIES OF RESPONSIBILITY This book is concerned with attitudes to people and to what they do. In particular it concerns questions about when it is right ...
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  • Neither Humean nor (fully) Kantian be: Reply to Cuypers.Harvey Siegel - 2005 - Journal of Philosophy of Education 39 (3):535–547.
    In this paper I reply to Stefaan Cuypers' explication and critique of my views on rationality and critical thinking (Cuypers, 2004). While Cuypers' discussion is praiseworthy in several respects, I argue that it (1) mistakenly attributes to me a Humean view of (practical) reason, and (2) unsuccessfully argues that my position lacks the resources required to defend the basic claim that critical thinking is a fundamental educational ideal. Cuypers' analysis raises deep issues about the motivational character of reasons; I briefly (...)
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  • Harm to Self.Joel Feinberg - 1986 - Oxford University Press USA.
    This is the third volume of Joel Feinberg's highly regarded The Moral Limits of the Criminal Law, a four-volume series in which Feinberg skillfully addresses a complex question: What kinds of conduct may the state make criminal without infringing on the moral autonomy of individual citizens? In Harm to Self, Feinberg offers insightful commentary into various notions attached to self-inflicted harm, covering such topics as legal paternalism, personal sovereignty and its boundaries, voluntariness and assumptions of risk, consent and its counterfeits, (...)
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  • (1 other version)Relativism refuted.Harvey Siegel - 1982 - Educational Philosophy and Theory 14 (2):47–50.
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  • Three Concepts of Free Action.Don Locke & Harry G. Frankfurt - 1975 - Aristotelian Society Supplementary Volume 49 (1):95-126.
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  • Child-Centred Education and its Critics.J. Darling - 1995 - British Journal of Educational Studies 43 (4):479-479.
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  • (1 other version)Responsibility.J. Glover - 1973 - Tijdschrift Voor Filosofie 35 (1):211-213.
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  • (2 other versions)Harm to Self.Joel Feinberg & Donald Vandeveer - 1988 - Ethics 98 (3):550-565.
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  • The Compliance Problem.Ishtiyaque Haji - 1989 - Pacific Philosophical Quarterly 70 (2):105-121.
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  • Responsibility.Joel Feinberg - 1972 - Philosophical Review 81 (2):237.
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  • Freedom and Indoctrination in Education: International Perspectives.Ben Spiecker & Roger Straughan - 1991 - Burns & Oates.
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  • Moral appraisability: puzzles, proposals, and perplexities.Ishtiyaque Haji - 1998 - New York: Oxford University Press.
    This book explores the epistemic or knowledge requirement of moral responsibility. Haji argues that an agent can be blamed (or praised) only if the agent harbors a belief that the action in question is wrong (or right or obligatory). Defending the importance of an "authenticity" condition when evaluating moral responsibility, Haji holds that one cannot be morally responsible for an action unless the action issues from sources (like desires or beliefs) that are truly the agent's own. Engaging crucial arguments in (...)
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  • Moral responsibility and the problem of manipulation reconsidered.Ishtiyaque Haji & Stefaan E. Cuypers - 2004 - International Journal of Philosophical Studies 12 (4):439 – 464.
    It has been argued that all compatibilist accounts of free action and moral responsibility succumb to the manipulation problem: evil neurologists or their like may manipulate an agent, in the absence of the agent's awareness of being so manipulated, so that when the agent performs an action, requirements of the compatibilist contender at issue are satisfied. But intuitively, the agent is not responsible for the action. We propose that the manipulation problem be construed as a problem of deviance. In troubling (...)
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  • The Aims of Education.Roger Marples - 2000 - British Journal of Educational Studies 48 (4):459-460.
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  • Doing and Deserving: Essays in the Theory of Responsibility. [REVIEW]B. J. Diggs - 1974 - Journal of Philosophy 71 (3):90-96.
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  • Cultivating Reason.Harvey Siegel - 2003 - In Randall Curren (ed.), A Companion to the Philosophy of Education. Oxford, UK: Wiley-Blackwell. pp. 305–319.
    This chapter contains sections titled: Critical Thinking Critiques of Reason The Fundamental Reply to All Critiques of Reason.
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  • Relativism Refuted: A Critique of Contemporary Epistemological Relativism.Harvey Siegel - 1987 - Springer Verlag.
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  • Israel Scheffler interviewed by.Harvey Siegel - 2005 - Journal of Philosophy of Education 39 (4).
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  • Critical Thinking, Autonomy and Practical Reason.Stefaan E. Cuypers - 2004 - Journal of Philosophy of Education 38 (1):75-90.
    This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical reason as normatively and motivationally robust. Yet this Kantian conception openly conflicts with Siegel’s own (...)
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  • Harvey Siegel Relativism Refuted: A Critique of Contemporary Epistemological Relativism. [REVIEW]Michael Krausz - 1990 - Philosophy and Phenomenological Research 50 (4):841-845.
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  • Doing and Deserving: Essays in the Theory of Responsibility.John L. Carafides - 1972 - Philosophy and Phenomenological Research 33 (2):284-285.
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