This article explores aspects of eros in education in relation to ideas of indirectness associated with the French concept of pudeur, sometimes translated as ‘modesty’. It explores lines of thought extending through Emerson and Nietzsche but reaching back to Plato's Symposium. This is a means of exposing the ‘impudence’ of some aspects of contemporary education and of pointing towards a conception of eros that is otherwise obscured.

Cultures around the world have regarded self-fulfillment as the ultimate goal of human striving and as the fundamental test of the goodness of a human life. The ideal has also been criticized, however, as egotistical or as so value-neutral that it fails to distinguish between, for example, self-fulfilled sinners and self-fulfilled saints. Alan Gewirth presents here a systematic and highly original study of self-fulfillment that seeks to overcome these and other arguments and to justify the high place that the ideal (...) has been accorded. He does so by developing an ethical theory that ultimately grounds the value of self-fulfillment in the idea of the dignity of human beings.Gewirth begins by distinguishing two models of self- fulfillment--aspiration-fulfillment and capacity-fulfillment--and shows how each of these contributes to the intrinsic value of human life. He then distinguishes between three types of morality--universalist, particularist, and personalist--and shows how each contributes to the values embodied in self-fulfillment. Building on these ideas, he develops a Odialectical' conception of reason that shows how human rights are central to self-fulfillment. Gewirth also argues that self-fulfillment has a social as well as an individual dimension: that the nature of society and the obstacles that disadvantaged groups face affect strongly the character of the self-fulfillment that persons can achieve.Bold in scope and rigorous in execution, Self-Fulfillment is a powerful new contribution to moral, social, and political philosophy. (shrink)

While some lament the slide of Western culture into relativism and nihilism and others celebrate the trend as a liberating sort of progress, Charles Taylor calls on us to face the moral and political crises of our time, and to make the most ...

An argument against the bias towards the near; how a defence of temporal neutrality is not a defence of S; an appeal to inconsistency; why we should reject S and accept CP.

Despite being co-opted by economists and politicians for their own purposes, ‘welfare’ traditionally refers to well-being, and it is in this sense that L. W. Sumner understands the term. His book is a clear, careful, and well-crafted investigation into major theories of welfare, accompanied by a one-chapter defense of “welfarism,” the view that welfare is the only foundational value necessary for ethics. Sumner himself is attracted to utilitarianism, but he makes no commitment to it in this work, which will be (...) of interest to many moral philosophers. (shrink)

It seems to be a widely shared view that any defensible desire-fulfillment theory of welfare must be framed not in terms of what an agent, in fact, desires but rather in terms of what an agent would desire under hypothetical conditions that include improved information. Unfortunately, though, such accounts are subject to serious criticisms. In this paper I show that in the face of these criticisms the best response is to jettison any appeal to idealized information conditions: the considerations put (...) forward in support of the appeal to what would be desired in hypothetical circumstances of improved information do not, in fact, give adequate reason to make that appeal. (shrink)

This paper explores the relation between love, learning and knowledge as found in three dialogues of Plato, Symposium, Phaedrus and Republic. It argues that the account of the ascent from carnal desire to the love of beauty, as set out in the Symposium, is best seen in terms of a genealogy of love in which the object of love is transformed into an object of knowledge. The Phaedrus shows us how affection and love between two individuals can help motivate a (...) love of learning. The Republic demonstrates the value of knowledge through the distinction between knowledge and opinion. A love of learning is, therefore, driven by that which is genuinely valuable and worthy of love. Plato helps us today in two respects: first, he reminds us that learning can have an affective quality. Second, he reminds that the value of learning is related to the knowledge and insight it yields. (shrink)