In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book highlights the justification for, and (...) methods of, creating a classroom community of ethical inquiry. (shrink)

Moral education needs to be distinguished from moral training and to find its way into the school curriculum. It should meet academic standards relating to knowledge and understanding of the moral domain in much the same way as do other areas of study. This paper briefly explores the aims, subject matter and methods of such an undertaking from a philosophical point of view. The approach helps to overcome the common dichotomy in which students are regarded as moral beings so far (...) as their general conduct is concerned and as amoral beings when it comes to the subject matter that they study. When integrated into the curriculum, it brings out the moral aspects of various areas of study and assists students to understand them. (shrink)

Hannah Arendt's rich and varied political thought is more influential today than ever before, due in part to the collapse of communism and the need for ideas that move beyond the old ideologies of the Cold War. As Dana Villa shows, however, Arendt's thought is often poorly understood, both because of its complexity and because her fame has made it easy for critics to write about what she is reputed to have said rather than what she actually wrote. Villa sets (...) out to change that here, explaining clearly, carefully, and forcefully Arendt's major contributions to our understanding of politics, modernity, and the nature of political evil in our century.Villa begins by focusing on some of the most controversial aspects of Arendt's political thought. He shows that Arendt's famous idea of the banality of evil--inspired by the trial of Adolf Eichmann--does not, as some have maintained, lessen the guilt of war criminals by suggesting that they are mere cogs in a bureaucratic machine. He examines what she meant when she wrote that terror was the essence of totalitarianism, explaining that she believed Nazi and Soviet terror served above all to reinforce the totalitarian idea that humans are expendable units, subordinate to the all-determining laws of Nature or History. Villa clarifies the personal and philosophical relationship between Arendt and Heidegger, showing how her work drew on his thought while providing a firm repudiation of Heidegger's political idiocy under the Nazis. Less controversially, but as importantly, Villa also engages with Arendt's ideas about the relationship between political thought and political action. He explores her views about the roles of theatricality, philosophical reflection, and public-spiritedness in political life. And he explores what relationship, if any, Arendt saw between totalitarianism and the "great tradition" of Western political thought. Throughout, Villa shows how Arendt's ideas illuminate contemporary debates about the nature of modernity and democracy and how they deepen our understanding of philosophers ranging from Socrates and Plato to Habermas and Leo Strauss.Direct, lucid, and powerfully argued, this is a much-needed analysis of the central ideas of one of the most influential political theorists of the twentieth century. (shrink)

This paper addresses the problem of educating for democracy in Chile and other places where human rights have been violated. Based on a research project conducted about the ethical foundations of human rights, I maintain that ethical education must be an indispensable ingredient of an education for democracy. I argue that an effective ethical education requires both an appropriate setting for the fostering of an open and tolerant discussion, and adequate guidance from the teacher for the understanding of complex ethical (...) problems. As the ideal setting for it, I propose the creation of a ‘Community of Inquiry’ as it is understood and practised by the Philosophy for Children Program created by Matthew Lipman. As the basis both for identifying the main problems and for the training of the teachers, I build on Ernst Tugendhat’s ethical theories. The most significant consequence for ethical education derived from Tugendhat is the inclusion of a discussion of the problem of the foundation of ethics in order to avoid ethical relativism resting on the individual’s personal decision to belong to a moral community. To this the child should be invited through philosophical dialogue in a community of inquiry. (shrink)

“Justice as fairness” understood as a political conception of justice is, according to Rawls, objective. It is claimed to be objective by being autonomous from any of the conflicting reasonable comprehensive doctrines held by the citizens, and by, at the same time, being consistent with all such doctrines. There is the need to look for an object of such overlapping consensus because, according to Rawls, reasonable disagreement is inevitable in modern democratic society. And the permanence of reasonable disagreement itself is (...) caused by what Rawls describes as the burdens of judgement.In this article, I demonstrate, against the background of Rawls’ burdens of judgement, how it could be argued that reasonable agreement is impossible. In this respect, I explore what I consider to be the resources available to Rawls to show how his point could be made. But I subsequently argue that his position in this respect can be coherent only against a background of an epistemic conception which is defective, and which goes beyond the political idea of freedom and equality which Rawls claims to be the basis of Justice as fairness. It is my contention that Rawls’ suggestion of how to handle so-called reasonable disagreement is itself no more than a contentious viewpoint which silences other contending reasonable views. (shrink)

“Justice as fairness” understood as a political conception of justice is, according to Rawls, objective. It is claimed to be objective by being autonomous from any of the conflicting reasonable comprehensive doctrines held by the citizens, and by, at the same time, being consistent with all such doctrines. There is the need to look for an object of such overlapping consensus because, according to Rawls, reasonable disagreement is inevitable in modern democratic society. And the permanence of reasonable disagreement itself is (...) caused by what Rawls describes as the burdens of judgement.In this article, I demonstrate, against the background of Rawls’ burdens of judgement, how it could be argued that reasonable agreement is impossible. In this respect, I explore what I consider to be the resources available to Rawls to show how his point could be made. But I subsequently argue that his position in this respect can be coherent only against a background of an epistemic conception which is defective, and which goes beyond the political idea of freedom and equality which Rawls claims to be the basis of Justice as fairness. It is my contention that Rawls’ suggestion of how to handle so-called reasonable disagreement is itself no more than a contentious viewpoint which silences other contending reasonable views. (shrink)

In this article I argue that ethical subjectivism does not lead to relativism, If that is defined as the theory that men do genuinely differ in their ultimate moral judgments, And that there are no grounds for preferring one such moral judgment to another. On the contrary, This view is inconsistent with subjectivism, Since it rests on the objective truth of some such premise as that one ought not to condemn another simply because his tastes are different from one's own.

There was a time when philosophy meant something to ordinary people and philosophers' ideas were put to good use. Socrates spent his days debating vital issues in the marketplace, and Lao Tzu applied his own advice on following the subtle path to personal happiness and social harmony. Now, as a new millennium dawns, a unique movement called Philosophical Counseling has emerged to return philosophy to its classical roots by combining wisdom and practice to help people solve their most common everyday (...) problems. Call it therapy for the sane. As the leading proponent of this field, philosopher Lou Marinoff, Ph.D., shows us that the road to a successful, fulfilling life begins with a simple choice: Plato, Not Procac! When people come to see Dr. Marinoff they do not get endless discussions about their childhoods, quick prescriptions for antidepressants, or tedious analyses of their behavior patterns. Instead they learn how the ideas of the world's greatest thinkers can shed light on the way they live, from Kierkegaard's thoughts on coping with death and Kant's theory of obligation to the I Ching's guidelines on adapting to change and Aristotle's advice to pursue reason and moderation. Dr. Marinoff brings philosophy out of the ivory tower and directly into our lives and the dilemmas we all face. including handling love relationships. living ethically, dealing with career changes, being a good parent, coping with loss, and finding meaning and purpose. Plato, Not Prozac! explains how insights from diverse wisdom traditions can be used to help you help yourself to a better life. The issue is not just how you live, but how well you live. With the right philosophy at the right time, you can enhance or regain that wellness. The book is filled with case studies drawn from the experiences of leading philosophical counselors that demonstrate the effectiveness of philosophy in helping people feel better, think better, and live better. Dr. Marinoffs signature five-step PEACE process shows you how to: identify your problem (P), express your emotions constructively (H). analyze your options (A), contemplate a philosophy that helps you choose and live with your best option (C), and renew your personal equilibrium (E). A wonderful resource tool, Plato, Not Prozac! also offers an extensive list of philosophical practitioners and organizations as well as a detailed hit parade featuring sixty of the more important and influential philosophers. Dr. Marinoff also gives you a glimpse of the rapid growth of this movement in describing philosophers' cafés. the coporate philosopher, and other ways in which philosophy--the world's second-oldest profession--is making a global comeback and influencing people everywhere. Intelligent, accessible, and utterly persuasive, Plato, Not Prozac! is a groundbreaking alternative to traditional therapies and an indispensable guide to living a healthy, rewarding life. It's available over the counter; no prescription necessary. "Everyone has a philosophy of life, but few of us have the privilege or leisure to sit around and puzzle out the fine points. We tend to make it up as we go along. Experience is a great teacher, but we also need to reason about our experiences. We need to think critically, looking for patterns and putting everything together into the big picture to make our way through life. Understanding our own philosophy can help prevent, resolve, or manage many problems. Our philosophies can also underlie the problems we experience, so we must evaluate the ideas we hold to craft an outlook that works for us, not against us. You can change what you believe in order to work out a problem, and this book will show you how." -- from Plato, Not Prozac! (shrink)

Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...

ACKNOWLEDGMENTS. Among Those Who helped greatly in the initial stages of this project by making constructive suggestions on my first "caring" papers are Nick Burbules, William Doll, Bruce Fuller, Brian Hill, William Pinar, Mary Anne ...

Offering clear and reliable guidance to the ideas of philosophers from antiquity to the present day and to the major philosophical systems around the globe, he Oxford Companion to Philosophy is the definitive philosophical reference work for readers at all levels. For ten years the original volume has served as a stimulating introduction for general readers and as an indispensable guide for students and scholars. A distinguished international assembly of 249 philosophers contributed almost 2,000 entries, and many of these have (...) now been considerably revised and updated in this major new edition; to these are added over 300 brand-new pieces on a fascinating range of current topics such as animal consciousness, cloning, corporate responsibility, the family, globalization, terrorism . Here is, indeed, a world of thought, with entries on idealism and empiricism, epicureanism and stoicism, passion and emotion, deism and pantheism. The contributors represent a veritable who's who of modern philosophy, including such eminent figures as Isaiah Berlin, Sissela Bok, Ronald Dworkin, John Searle, Michael Walzer, and W. V. Quine. We meet the great thinkers--from Aristotle and Plato, to Augustine and Aquinas, to Descartes and Kant, to Nietzsche and Schopenhauer, right up to contemporary thinkers such as Richard Rorty, Jacques Derrida, Luce Iragaray, and Noam Chomsky. There are short entries on key concepts such as personal identity and the mind-body problem, major doctrines from utilitarianism to Marxism, schools of thought such as the Heidelberg School or the Vienna Circle, and contentious public issues such as abortion, capital punishment, and welfare. In addition, the book offers short explanations of philosophical terms (qualia, supervenience, iff), puzzles (the Achilles paradox, the prisoner's dilemma), and curiosities (the philosopher's stone, slime). Almost every entry is accompanied by suggestions for further reading, and the book includes both a chronological chart of the history of philosophy and a gallery of portraits of eighty eminent philosophers. An indispensable guide and a constant source of stimulation and enlightenment, The Oxford Companion to Philosophy will appeal to everyone interested in abstract thought, the eternal questions, and the foundations of human understanding. (shrink)

I argue that philosophical inquiry as underpinning educational practice can reduce the fragmentation in the school curriculum, and therefore, create an educational environment that is in accord with the Adelaide Declaration on the National Goals for Schooling in the Twenty-First Century, and in Queensland, the 2010 Initiative. It can also promote democratic practice itself as opposed to students merely practising the processes of democracy while at school in preparation to function effectively as future democratic citizens.

The overall purpose of this paper is to explore three related themes: feminist philosophy and philosophy for children have much in common including pegagogy, an inclusive orientation and fallibilist but critical epistemology, both feminism and philosophy for children benefit from a close reading of Peirce, but only philosophy for children draws explicitly on Peirce, and because of this common bond feminist philosophy and philosophy for children provide place to stand against the postmodern retreat to texts.e.