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Provides a comprehensive report on the mother-child bond and the emotional effects of and behavioral response to maternal deprivation. |
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I formulate and defend a theory of special procreative duties in the context of a liberal egalitarian theory of justice. I argue that (1) the only special duty that procreators owe their offspring is that of ensuring that their life prospects are non-negative (worth living), and (2) the only special duty that procreators owe others is that of ensuring that they are not disadvantaged by the procreators’ offspring (a) violating their rights or (b) adversely affecting their equality rights and duties. |
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According to the interest theory of rights, the primary function of rights is the protection of fundamental interests. Since children undeniably have fundamental interests that merit protection, it is perfectly sensible to attribute rights, especially welfare rights, to them. The interest theory need not be hostile to the accommodation of rights that protect agency because, at least in the case of adults, there is a strong connection between the protection of agency and the promotion of welfare. Children have welfare rights (...) |
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I have suggested that in looking for shared values which were seen as having force for people's conduct, the SCAA Forum was in effect looking for a shared morality. This does not yet show that a shared understanding was achieved on what kind of thing morality is Ð no such agreement was explicitly aimed at — but it does point in the direction in which such an agreement might be found. The key is to be found, I think, in the (...) |
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There is a lot of talking and writing on virtues and education nowadays. In spite of this, a clear and convincing account of the defining characteristics of the virtue approach to moral education is still lacking. This paper suggests and discusses three different definitions of such an approach. With reference to each definition it is examined whether the virtue approach can be distinguished from other main perspectives on moral education, in particular from the so-called cognitive-developmental approach (including the just community (...) |
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