This article reconstructs R. S. Peters' underlying theory of ritual in education, highlighting his proposed link between ritual and the imitation of teachers. Rituals set the stage for the imitation of teachers and they invite students to experience practices whose value is not easily discernable from the outside. For Peters, rituals facilitate the transmission of values across time, create unity in schools, and affirm authority relations. There is a tension, however, between this view of ritual and imitation, on the one (...) hand, and Peters' views of liberal education and the ‘criteria of an educational process’, on the other. This article suggests how the processes of ritual and imitation can be reconciled with liberal education, and it identifies school rampage shootings as an area in which Peters' work on ritual might prove useful. (shrink)

S. 39: "My project in this paper is to develop the initial distinction which I have drawn between recognition and appraisal respect into a more detailed and specific account of each. These accounts will not merely be of intrinsic interest. Ultimately I will use them to illuminate the puzzles with which this paper began and to understand the idea of self-respect." 42 " Thus, insofar as respect within such a pursuit will depend on an appraisal of the participant from the (...) perspective of whatever standards are held to be appropriate to the pursuit, such respect will depend on a judgement to which excellences of character are thought relevant. Note that exactly what aspect of the person's character is thought to be relevant in this instance is his recognition respect (or lack of it) for the standards of the pursuit." 44 "This attitude fails of being appraisal respect in that my having it toward the person is conditional on those traits being such as to make him server a particular purpose that I happen to have" 44 - 45 "To sum up: Appraisal respect is an attitude of positibe appraisal of a person either judged as a person or as engaged in some more specific pursuit. In the first case, the appropriate grounds are features of the person's character: dispositions to act for particular reasons or a higher-level disposition to act for the best reasons. In the second case, though features of character do not exhaust the appropriate grounds for appraisal respect, some such character traits will be relevant (recognition respect for the standards of a particular pursuit). Also, the other features which constitute the appoprate excellences of the pursuit must be related to traits of character in the way specified. In both cases, the positive appraisal of the person, and of his traits, must be categorical. It cannot depend on the fact that the person, because of his traits, serves an interest or purpose of one's own." 45 "To have recognition respect for someone as a person is to give appropriate weight to the fact that he or she is a person by being willing to constrain one's behaviour in ways required by that fact." 45 "This is rather different from having an attitude of appraisal respect for someone as a person. The latter is a positive appraisal oif an individual made with regard ti those features which are excellences of persons. As such, it is not owed to everone, for it may or may not be merited. When it is, what is merited is just the positive appraisal itself." 47 "Second, the only beings who are approriate objects of appraisal respect are those who are capable of acting for reasons and hence capable of conceiving of various facts as meriting more or less consideration in deliberation.". (shrink)

This volume brings together Nussbaum's published papers on the relationship between literature and philosophy, especially moral philosophy. The papers, many of them previously inaccessible to non-specialist readers, deal with such fundamental issues as the relationship between style and content in the exploration of ethical issues; the nature of ethical attention and ethical knowledge and their relationship to written forms and styles; and the role of the emotions in deliberation and self-knowledge. Nussbaum investigates and defends a conception of ethical understanding which (...) involves emotional as well as intellectual activity, and which gives a certain type of priority to the perception of particular people and situations rather than to abstract rules. She argues that this ethical conception cannot be completely and appropriately stated without turning to forms of writing usually considered literary rather than philosophical. It is consequently necessary to broaden our conception of moral philosophy in order to include these forms. Featuring two new essays and revised versions of several previously published essays, this collection attempts to articulate the relationship, within such a broader ethical inquiry, between literary and more abstractly theoretical elements. (shrink)

Ira Brevis furor, said the Latins: anger is a brief bout of madness. There is a long tradition that views all emotions as threats to rationality. The crime passionnel belongs to that tradition: in law it is a kind of “brief-insanity defence.” We still say that “passion blinds us;” and in common parlance to be philosophical about life's trials is to be decently unemotional about them. Indeed many philosophers have espoused this view, demanding that Reason conquer Passion. Others — from (...) Hume to the Emotivists — have appeared to reverse this hierarchy.” But those philosophers who refuse to join in the general denigration of emotion as irrational usually share the presupposition that the role of rationality is limited to the calculation of means. In so far as emotions are concerned with the determination of ends, they remain, on this view, beyond the pale of rationality. Modern decision theorists have worked out schemes to assess the rationality of desires, as well as actions, against the background of beliefs and other desires.1 But these schemes leave no room at all for emotions, except, by implication, as disrupters of the rational process. (shrink)

What can we learn from fiction? I argue that we can learn about the consequences of a certain course of action by projecting ourselves, in imagination, into the situation of the fiction's characters.

Xunzi’s 荀子 advocacy for moral education is well-documented; precisely how his program bolsters moral development, and why a program touting study of ritual could be effective, remain subjects of debate. I argue that these matters can be clarified by appealing to the theory of learning and development offered by Lev Vygotsky. Vygotsky posited that development depends primarily on social interactions mediated by sociocultural tools that modify learners’ cognitive architecture, enabling increasingly sophisticated thought. Vygotsky’s theory is remarkably similar to Xunzi’s account (...) of how studying and practicing ritual restructures learners’ moral psychology. Specifically, both Vygotsky and Xunzi offer nonnativist accounts of psychosocial development that emphasize the centrality of sociocultural tools for learning. This comparison yields a more nuanced and empirically supported interpretation of Xunzi’s account of moral education, as well as an account that has applications in contemporary work in moral education and development. (shrink)

Li 禮 (translated variously as “ritual”, “etiquette”, or “propriety”) plays a central role in early Confucianism, but its complexity is not always fully understood. At first glance, it may seem as if li behaviors are merely attempts to promote conservative practices from the idealized Chinese past. However, by examining the nature and function of li, as described the Analects (Lunyu 論語) and the Xunzi 荀子 (two key texts in the early Confucian tradition), it becomes overwhelmingly apparent that li is a (...) much more complicated phenomenon. Li actually plays key roles within the interconnected fields of Confucian ethics, religion, and politics and often adds aesthetic elements to these areas of thought. As such, it is as much a source of Confucian innovation as it is a tool for promoting reverence for the past. (shrink)

This is the first complete, one-volume English translation of the ancient Chinese text Xunzi, one of the most extensive, sophisticated, and elegant works in the tradition of Confucian thought. Through essays, poetry, dialogues, and anecdotes, the Xunzi articulates a Confucian perspective on ethics, politics, warfare, language, psychology, human nature, ritual, and music, among other topics. Aimed at general readers and students of Chinese thought, Eric Hutton's translation makes the full text of this important work more accessible in English than ever (...) before. Named for its purported author, the Xunzi has long been neglected compared to works such as the Analects of Confucius and the Mencius. Yet interest in the Xunzi has grown in recent decades, and the text presents a much more systematic vision of the Confucian ideal than the fragmented sayings of Confucius and Mencius. In one famous, explicit contrast to them, the Xunzi argues that human nature is bad. However, it also allows that people can become good through rituals and institutions established by earlier sages. Indeed, the main purpose of the Xunzi is to urge people to become as good as possible, both for their own sakes and for the sake of peace and order in the world. In this edition, key terms are consistently translated to aid understanding and line numbers are provided for easy reference. Other features include a concise introduction, a timeline of early Chinese history, a list of important names and terms, cross-references, brief explanatory notes, a bibliography, and an index. (shrink)

Michael Ing's The Dysfunction of Ritual in Early Confucianism is the first monograph in English about the Liji--a text that purports to be the writings of Confucius' immediate disciples, and part of the earliest canon of Confucian texts called ''The Five Classics,'' included in the canon several centuries before the Analects. Ing uses his analysis of the Liji to show how early Confucians coped with situations where their rituals failed to achieve their intended aims. In contrast to most contemporary interpreters (...) of Confucianism, Ing demonstrates that early Confucian texts can be read as arguments for ambiguity in ritual failure. (shrink)

This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism while at the same time to (...) develop a coherent way of responding to cultural pluralism. The paper takes Bernard Williams's concept of ‘ethical reflection’ as a possible candidate and explores this concept as a means of accommodating these concerns. (shrink)

: Jing (respect) in ancient Confucianism can be seen as referring to either a frame of mind or an intentional state that includes the elements of singlemindedness, concentration, seriousness, caution, and a strong sense of responsibility. Hence, it can be seen as a due regard based on the perception of the worth of its object. It is the central element and the germ of li (ritual). A critical comparison is made between jing and the ideas of appraisal respect, recognition respect, (...) and identification respect as discussed in Western ethics. (shrink)

In this paper I argue that the capacity to behave appropriately in social settings is properly understood as a virtue. Genuinely good manners contribute to, and are expressive of, morally important ends, the ends to which someone with full Aristotelian virtue is committed. They thus form an essential component of virtuous conduct.

Toegye Yi Hwang is the most renowned Neo-Confucian thinker of Korea’s Joseon dynasty. The first three sections of this chapter describe his early life, the violent “literati purges” that preceded and extended tragically into his early career, and his career in office, from which he sought retirement only to be recalled repeatedly. The fourth section looks into the primary sources, the books from which he became steeped in the learning of the Cheng-Zhu school of Neo-Confucian thought. His own major written (...) works are briefly described. The fifth section is devoted to the most famous controversy in the history of Korean Neo-Confucian thought, the Four-Seven Debate, which originated between Toegye and a younger scholar, Gobong. This is followed by a section of description and analysis of the work that is considered his masterwork, the Ten Diagrams on Sage Learning. A brief conclusion sums up his contribution and imprint on Korean Neo-Confucian thought. (shrink)