In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher-kings can attain true knowledge of virtue and it is they who should govern society; (...) the third is that he affirms the realm of the Forms as a literal metaphysical reality and believes that for individuals to attain virtue they must access this realm through contemplation. The goal of this essay is to correct these misconceptions. The rehabilitation of Plato's reputation may enable future researchers in moral education to discover in his philosophy new avenues for exploring how best to cultivate virtues in students. (shrink)

The principle that children’s freedom should be preserved in their upbringing is sometimes thought to provide an alternative to imposing a particular conception of the good on them. But to sustain the alternative we must distinguish between those desires and proclivities that are educated into a person and those that are his own. Several philosophers appeal to innate or presocial tendencies to ground this distinction, but that approach fails. The ability to exercise first person authority over a desire or commitment (...) provides a better conception of what it is for such a state to be one’s own. But such desires and commitments are not distinct from those educated into a person. While the ideal of autonomy, conceived in these terms, can still provide some guidance for upbringing, it will not substitute for teaching children a conception of the good. (shrink)

I argue that we cannot adequately characterize the aims of education in terms of some formal conception of what it is to think well. Implementing any such aim requires reliance on and communication of further, substantive normative commitments. This reveals that a standard contrast between an old-fashioned approach to education that aims to communicate a particular normative outlook, and a progressive approach that aims to develop skills of critical reasoning and reflection is confused and misleading.

One of Iris Murdoch's most characteristic philosophical ideas is that any way of understanding what moral philosophy is and how it may be practised will be shaped by deep-going conceptual attitudes, of which moral philosophers themselves may be unaware. In her own philosophical writings, she tried to bring out the role played by these attitudes, and to unsettle accepted ideas about the subject. I examine some of the elements in her thought which open up different ways of understanding the subject, (...) and I discuss the relevance of these ideas to contemporary moral philosophy. (shrink)

Political liberalism, conceived of as a response to the diversity of conceptions of the good in multicultural societies, aims to put forward a proposal for how to organize political institutions that is acceptable to a wide range of citizens. It does so by remaining neutral between reasonable conceptions of the good while giving all citizens a fair opportunity to access the offices and positions which enable them to pursue their own conception of the good. Public educational institutions are at the (...) center of the state’s attempt to foster both of these commitments. I argue that recent empirical research on the role that non-cognitive dispositions (such as assertiveness) play in enabling students to have access to two important primary goods – opportunities for higher education and desirable jobs – creates a distinctive challenge for a liberal egalitarian education in remaining neutral with respect to conceptions of the good while promoting equal opportunity. (shrink)

I develop Iris Murdoch's argument that “there is no Platonic ‘elsewhere,’ similar to the Christian ‘elsewhere.’ ” Thus: Iris Murdoch is against the Separation of the Forms not as a correction of Plato but in order to keep faith with him; Plato's Parmenides is not a source book of accurately targeted self-refutation but a catalogue of student errors; the testimony of Aristotle and Gilbert Ryle about Plato's motivations in the Theory of Forms is not an indubitable foundation from which to (...) denounce Iris Murdoch's treatment of Plato as inaccurate but a rival reading of dubious charity. If Iris Murdoch's version of the Theory of Forms strikes Newton Garver as an incoherent mix of influences from Wittgenstein and Plato, this is not because Iris Murdoch is herself confused, but because in important respects the orthodoxy has Plato wrong. (shrink)

Iris Murdoch's moral philosophy has long influenced contemporary ethics, yet it has not, in general, received the kind of sustained critical attention that it deserves. "Existentialists and Mystics" and "Metaphysics as a Guide to Morals" provide new access to most of Murdoch's philosophical writings and make possible a deeper appreciation of her contribution to current thought. After assessing the recent critical reception of Murdoch's thought, this review places her moral philosophy in the context of contemporary trends in ethics by tracing (...) her influence on the work of Charles Taylor, highlights the distinctive features of her moral philosophy, and suggests future directions for Murdochian ethics. (shrink)