Educational practices that encourage children to understand ethical diversity commonly conflict with the parental desire to instil unswerving identification with a particular way of life. This paper examines whether the scope of parents’ rights to educational choice includes the option of vetoing such practices. Although parents’ rights are no less important than the rights of their children, the option of denying children experiences that would expose them to ethical diversity cannot be rightfully claimed by any parent without repudiating the egalitarian (...) basis of rights discourse. (shrink)

This chapter contains sections titled: Rationalist and Existentialist Views of Autonomy and Authenticity Autonomy, Authenticity, and Volitional Necessity Authenticity, Existential Meaning, and Personal Identity Which Rationality? Which Orthodoxy? Autonomy, Authenticity, and Community Authenticity, Responsibility, and Education.

There are three possible justifications of the claim cultural communities make for their right to transmit an identity to their children. A group strategy and a parenting strategy are both defective. More promising is the view that there is value to children in the sharing of a familial life. But parental authority is limited by the requirement that children acquire sufficient autonomy. Some multicultural policies are thus not ruled out by the recognition of the need to accommodate children's interests.

Offers a compelling vision of how to achieve and conduct a liberal but democratic society through the ideal of Neutrality--between people and ideas of the good--and using the tool of Neutral dialogue.

It is my view that one essential difference between persons and other creatures is to be found in the structure of a person's will. Besides wanting and choosing and being moved to do this or that, men may also want to have certain desires and motives. They are capable of wanting to be different, in their preferences and purposes, from what they are. Many animals appear to have the capacity for what I shall call "first-order desires" or "desires of the (...) first order," which are simply desires to do or not to do one thing or another. No animal other than man, however, appears to have the capacity for reflective self-evaluation that is manifested in the formation of second-order desires. (shrink)

A reply to Gregory and Woods on the nature of indoctrination, critiquing their view that content is the all-important consideration. The paper also makes a case for institutional indoctrination as well as that for which individuals are responsible.

Plural and conflicting values are often held to be conceptually problematic, threatening the very possibility of ethics, or at least rational ethics. Rejecting this view, Stocker first demonstrates why it is so important to understand the issues raised by plural and conflicting values, focusing on Aristotle's treatment of them. He then shows that plurality and conflict are commonplace and generally unproblematic features of our everyday choice and action, and that they do allow for a sound and rational ethics.

Nicholas Rescher presents a critical reaction against two currently influential tendencies of thought. On the one hand, he rejects the facile relativism that pervades contemporary social and academic life. On the other hand, he opposes the rationalism inherent in neo-contractarian theory--both in the idealized communicative-contract version promoted in continental European political philosophy by J;urgen Habermas, and in the idealized social contract version of the theory of political justice promoted in the Anglo-American context by John Rawls. Against such tendencies, Rescher's pluralist (...) approach takes a more realistic and pragmatic line, eschewing the convenient recourse of idealization in cognitive and practical matters. Instead of a utopianism that looks to a uniquely perfect order that would prevail under ideal conditions, he advocates incremental improvements within the framework of arrangements that none of us will deem perfect but that all of us "can live with." Such an approach replaces the yearning for an unattainable consensus with the institution of pragmatic arrangements in which the community will acquiesce--not through agreeing on their optimality, but through a shared recognition among the dissonant parties that the available options are even worse. (shrink)

Cognitive incompetence cannot adequately explain the special character of children's moral status. It is, in fact, because children lack preference structures that are sufficiently stable over time that they are not ’temporally extended agents’. They are best viewed as 'special agents’, and parents have the responsibility of fostering the development of temporally extended agency and other necessary related moral capacities. Parental authority should be exercised with the view to assisting children to acquire the capacities that facilitate their transition from 'special (...) agents’ to full and functioning members of the moral community. (shrink)

T H McLaughlin; Parental Rights and the Religious Upbringing of Children, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2006, Pages 75–83, http.

There is, on the face of it, a logical difficulty as well as a practical one about ascribing to parents both a right to give their children a religious upbringing and a duty to avoid indoctrinating them. Curiously, this logical difficulty was largely overlooked in the debate on religious upbringing and parental rights between Terence McLaughlin, Eamonn Callan and Peter Gardner in the 1980s. In this paper I set out the terms of the logical problem and propose a solution to (...) it. (shrink)

There is, on the face of it, a logical difficulty as well as a practical one about ascribing to parents both a right to give their children a religious upbringing and a duty to avoid indoctrinating them. Curiously, this logical difficulty was largely overlooked in the debate on religious upbringing and parental rights between Terence McLaughlin, Eamonn Callan and Peter Gardner in the 1980s. In this paper I set out the terms of the logical problem and propose a solution to (...) it. (shrink)

It is argued that the preservation of truth by an inference relation is of little interest when premiss sets are contradictory. The notion of a level of coherence is introduced and the utility of modal logics in the semantic representation of sets of higher coherence levels is noted. It is shown that this representative role cannot be transferred to first order logic via frame theory since the modal formulae expressing coherence level restrictions are not first order definable. Finally, an inference (...) relation, calledyielding, is introduced which is intermediate between the coherence preservingforcing relation introduced elsewhere by the authors and the coherence destroying, inference relation of classical logic. (shrink)

Children: Rights and Childhood is widely regarded as the first book to offer a detailed philosophical examination of children’s rights. David Archard provides a clear and accessible introduction to a topic that has assumed increasing relevance since the book’s first publication. -/- The third edition has been fully revised and updated throughout with a new chapter providing an in-depth analysis of the United Nations Convention on the Rights of the Child (UNCRC) and Part 2 has been restructured to move the (...) reader from general theoretical considerations of children’s rights through to practical issues. This volume is ideal reading for advanced studies across Philosophy, Social Work, Law, Childhood Studies, Politics, and Social Policy. (shrink)

The Right and the Good, a classic of twentieth-century philosophy by the great scholar Sir David Ross, is now presented in a new edition with a substantial introduction by Philip Stratton-Lake, a leading expert on Ross. Ross's book is the pinnacle of ethical intuitionism, which was the dominant moral theory in British philosophy for much of the nineteenth and early twentieth century. Intuitionism is now enjoying a considerable revival, and Stratton-Lake provides the context for a proper understanding of Ross's great (...) work today. (shrink)

The Demands of Liberal Education analyses and applies contemporary liberal political theory to certain key problems within the field of educational theory. Levinson examines problems centred around determining appropriate educational aims, content and institutional structure and argues that liberal governments should exercise a much greater control over education than they now do. Combining theoretical with empirical research, this book will interest and provoke scholars, policy makers, educators, parents, and all citizens interested in education politics.

In this book a leading philosopher of religion offers fresh insights into some of the disputed religious questions of our time.

An exploration of topics of everyday importance in the Socratic tradition.

No previous experience in formal studies in either philosophy or education is a requirement for a full comprehension of the text.

Whether children have rights is a debate that in recent years has spilled over into all areas of public life. It has never been more topical than now as the assumed rights of parents over their children is challenged on an almost daily basis. David Archard offers the first serious and sustained philosophical examination of children and their rights. Archard reviews arguments for and against according children rights. He concludes that every child has at least the right to the best (...) possible upbringing. Denying that parents have any significant rights over their children, he is able to challenge current thinking about the proper roles of state and family in rearing children. Crucially, he considers the problem of how to define and understand `child abuse'. (shrink)

In these eloquent essays, articles and lectures, Rorty gives a stimulating summary of his central philosophical beliefs and how they relate to his political ...

Interpretation, in the sense relevant to hermeneutics, is an attempt to make clear, to make sense of an object of study. This object must, therefore, be a text or a text-analogue, which in some way is confused, incomplete, cloudy, seemingly contradictory--in one way or another, unclear. The interpretation aims to bring to light an underlying coherence or sense.

Interpretation, in the sense relevant to hermeneutics, is an attempt to make clear, to make sense of an object of study. This object must, therefore, be a text or a text-analogue, which in some way is confused, incomplete, cloudy, seemingly contradictory--in one way or another, unclear. The interpretation aims to bring to light an underlying coherence or sense.