How can we reconcile the fact that in order to act virtuously we appear to need to refer to the concept of a free will, while, at the same time, there are convincing philosophical arguments (aligned with a contemporary scientific understanding of natural causation) discrediting any viable notion of an unconstrained or uncaused will? Taking its cue from this important question, this chapter will proceed along the following lines. First, I aim to substantiate the link between contemporary character education and (...) the concept of the free will so as to illustrate the interdependency between the two. Next, I will scrutinize the concept of a free will, raising some philosophical concerns about its validity in a contemporary educational context. This involves looking at the philosophical stakes involved in proposing a unique capacity to intervene with the causal order of nature. At this point, I will suggest that there is a way out of this conundrum, and I will continue by proposing a radically different understanding of the will, offered by the seventeenth-century rationalist Spinoza. The chapter will close by looking at some of the practical consequences of grounding contemporary character education in a Spinozistic conception of the will. (shrink)

Spinoza's account of belief entails that if A has two ideas, p and q, with incompatible content, A believes that p if the idea of p is stronger than the idea of q. This seems to leave little space for dominant non-beliefs, or cases in which there is discord between one's beliefs and one's affective-behavioral responses. And yet Spinoza does allow for two classes of dominant non-beliefs: efficacious fictions [fictiones] and ideas that conduce to akrasia. I show how Spinoza can (...) account for dominant non-beliefs within his model of cognition by distinguishing between the doxastic and the affective powers of ideas and by suggesting that doxastic power is best understood diachronically. While other scholars have stressed the elegance of Spinoza's account of ideas, this paper highlights the sophistication and flexibility of his account. (shrink)

This paper presents existing results and experimental evidence in social psychology to argue against the compatibilist thesis that our folk-psychological notions of freedom and moral responsibility are completely consistent with the acceptance of determinism. In section 1, I spell out the compatibilist position and briefly discuss the standard incompatibilist argument-the so-called consequence argument. In section 2, I take a closer look at the folk psychology of free will and argue that, contra the compatibilist, recent empirical research by Shaun Nichols, Joshua (...) Knobe and others, reveals that our folk-psychological intuitions are essentially incompatibilist and libertarian in nature. I conclude in section 3 by examining the phenomenology of agentive experience and argue that it further undermines the compatibilist thesis. (shrink)

Spinoza took it to be an important psychological fact that belief cannot be compelled. At the same time, he was well aware of the compelling power that religious and political fictions can have on the formation of our beliefs. I argue that Spinoza allows that there are ‘good’ and ‘bad’ fictions. His complex account of the imagination and fiction, and their disabling or enabling roles in gaining knowledge of Nature, is a site of disagreement among commentators. The novels of George (...) Eliot (who translated Spinoza's works) represent a significant development for those who aim to resolve such disagreement in favour of the epistemic value of the imagination and fiction. Although Eliot agreed with Spinoza that belief cannot be compelled, she nevertheless affirmed the potential of certain kinds of fiction to be not only compelling but also edifying. The parallel reading of Eliot and Spinoza offered here raises the question of whether his philosophy can accommodate a theory of art in which the artist is seen to be capable of attaining and imparting dependable knowledge. (shrink)

Sir Peter Strawson’s ‘Freedom and Resentment’ was a landmark in the philosophical understanding of the free will problem. Building upon it, I attempt to defend a novel position, which purports to provide, in outline, the next step forward. The position presented is based on the descriptively central and normatively crucial role of illusion in the issue of free will. Illusion, I claim, is the vital but neglected key to the free will problem. The proposed position, which may be called ‘Illusionism’, (...) is shown to follow both from the strengths and from the weaknesses of Strawson’s position. (shrink)

This paper presents existing results and experimental evidence in social psychology to argue against the compatibilist thesis that our folk-psychological notions of freedom and moral responsibility are completely consistent with the acceptance of determinism. In section 1, I spell out the compatibilist position and briefly discuss the standard incompatibilist argument-the so-called consequence argument. In section 2, I take a closer look at the folk psychology of free will and argue that, contra the compatibilist, recent empirical research by Shaun Nichols, Joshua (...) Knobe and others, reveals that our folk-psychological intuitions are essentially incompatibilist and libertarian in nature. I conclude in section 3 by examining the phenomenology of agentive experience and argue that it further undermines the compatibilist thesis. (shrink)

In this Spinozist defence of the educational promotion of students’ autonomy I argue for a deterministic position where freedom of will is deemed unrealistic in the metaphysical sense, but important in the sense that it is an undeniable psychological fact. The paper is structured in three parts. The first part investigates the concept of autonomy from different philosophical points of view, looking especially at how education and autonomy intersect. The second part focuses on explicating the philosophical position of causal determinism (...) and it seeks to open up a way to conceive of education for autonomy without relying on the notion of free will in a metaphysical sense. The concluding part attempts to outline a Spinozistic understanding of education for autonomy where autonomy is grounded in the student's acceptance and understanding of the necessary constraints of natural causation rather than processes of self-causation. (shrink)

This paper presents existing results and experimental evidence in social psychology to argue against the compatibilist thesis that our folk-psychological notions of freedom and moral responsibility are completely consistent with the acceptance of determinism. In section 1, I spell out the compatibilist position and briefly discuss the standard incompatibilist argument-the so-called consequence argument. In section 2, I take a closer look at the folk psychology of free will and argue that, contra the compatibilist, recent empirical research by Shaun Nichols, Joshua (...) Knobe and others, reveals that our folk-psychological intuitions are essentially incompatibilist and libertarian in nature. I conclude in section 3 by examining the phenomenology of agentive experience and argue that it further undermines the compatibilist thesis. (shrink)