Research on moral responsibility and the related problem of free will is among the liveliest areas in contemporary analytical philosophy. Traditionally, these problems have been dealt with in conne...

An ideal of education is to ensure that our children develop into autonomous critical thinkers. The ‘indoctrination objection’, however, calls into question whether education, aimed at cultivating autonomous critical thinkers, is possible. The core of the concern is that since the young child lacks even modest capacities for assessing reasons, the constituent components of critical thinking have to be indoctrinated if there is to be any hope of the child's attaining the ideal. Our primary objective is to defuse this objection. (...) We argue, first, that even if the indoctrination objection can be dealt with at the level of beliefs by an account that distinguishes between beliefs instilled in the child at the non‐rational stage that are indoctrinative and those that are non‐indoctrinative, there can be non‐autonomous ‘proto critical thinkers’ who lack autonomy with respect to the requisite motivational components. We then ask what must be added to the account to ensure that proto critical thinkers develop into autonomous ones. We suggest that motivational elements, even if instilled at a stage at which the child has insufficiently developed cognitive capacities, can be ‘truly the child's own’ only relationally: the autonomous motivational elements are ones with respect to which the future child is self‐governing. (shrink)

R.S. Peters is indisputably a major thinker in the philosophy of education and educational theory. Stefaan E. Cuypers and Christopher Martin's volume offers a coherent account of Peters' educational thought. This work is divided into three distinctive parts: 1. Intellectual Biography of R.S. Peters 2. Critical Exposition of R.S. Peters' Educational Thought 3. Reception and Relevance of R.S. Peters' Work.

_Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.

Human interaction with the living world, in science and beyond, always involves classification. While it has been a long-standing scientific goal to produce a single all-purpose taxonomy of life to cater for this need, classificatory practice is often subject to confusion and disagreement, and many philosophers have advocated forms of classificatory pluralism. This entails that multiple classifications should be allowed to coexist, and that whichever classification is best, is context-dependent. In this paper, we discuss some practical consequences of classificatory pluralism, (...) in particular with regard to how one is supposed to find the best classification for a given context. We do so by means of a case study concerning oaks, in particular the pedunculate oak (_Quercus robur_ L.) and the sessile oak (_Quercus petraea_ (Matt.) Liebl.), two important putative species that present several classificatory challenges; and by applying one recent philosophical framework conceptualizing classification, the so-called Grounded Functionality Account (GFA) of (natural) kinds. We show how the GFA elucidates several issues related to oak classification and gives directions to optimize classificatory practices, and discuss some implications for scientific taxonomy. (shrink)

In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...) permanent importance of this project and suggests some possible strategies for its successful execution. (shrink)

This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns.

Scientific activities strongly depend on concepts and classifications to represent the world in an orderly and workable manner. This creates a trade-off. On the one hand, it is important to leave space for conceptual and classificatory criticism. On the other hand, agreement on which concepts and classifications to use, is often crucial for communication and the integration of research and ideas. In this paper, we show that this trade-off can sometimes best be resolved through conceptual governance, in which scientific institutions (...) set a collective conceptual standard, and that voting can be a reasonable way to implement that governance. Voting is a means to aggregate among conflicting values, preferences and priorities that often underpin conceptual or classificatory debates, all while signaling ongoing disagreement. We also discuss how the legitimacy of the voting process and its outcome can be ensured. (shrink)

Osobliwość takich doznań, jak ból, głód i pragnienie. Reliabilizm w drugiej części szóstej Medytacji Kartezjusza Artykuł omawia epistemiczny status cielesnych doznań takich, jak ból, głód i pragnienia, o których mowa w drugiej części szóstej Medytacji Kartezjusza. Argumentuję, że ów fragment stanowi integralny komponent epistemologicznego programu, który można znaleźć w Medytacjach. Na ogół widzi się Kartezjusza jako zwolennika infallibilizmu, internalizmu oraz fundacjonalizmu. Tymczasem w odniesieniu do wiedzy i przekonań opartych na doznaniach cielesnych przyjmuje on fallibilizm, eksternalizm i reliabilizm. Na rzecz tego (...) wniosku przemawia z jednej strony, analiza tego, czego naucza nas – według Kartezjusza – natura przez wrażenia bólu, głodu i pragnienia, z drugiej strony jego analiza błędów, którym podlega nasza natura, przeprowadzona przeze mnie z wykorzystaniem zaproponowanego przez Wilfrida Sellarsa podziału na logiczną przestrzeń rozumu oraz empiryczną przestrzeń przyczyn. (shrink)

This article offers a survey of the major developments in the analytic philosophy of mind since 1950, touching on the "naturalistic turn", the mind-body problem, the problem of intentionality (folk psychology) and the problem of [psycho]semanticity.

This study examines the professionalization of political communication by focusing on changes to campaign posters for Bundestag elections over the course of five eras of German post-war history. We conducted a quantitative content analysis of both visual and textual elements of campaign posters in the period from 1949 to 2017 with regard to personalization, de-ideologization, and negative campaigning. The study revealed differences related to the five eras. Following the early conservative governments, high levels of personalization and ideologization first became defining (...) features of election campaigns during the social-liberal era. After the Kohl era, these trends have occurred again since the Schröder era and have been reinforced in the Merkel era. Furthermore, we found neither a clear upward nor a downward trend for negative campaigning. Overall, our study demonstrated that political parties adapt their communication strategies to the context of the respective election. (shrink)

Since the 1990s we witness a rise in public apologies. Are we living in the `Age of Apology¿? Interesting research questions can be raised about the opportunity, the form, the meaning, the effectiveness and the ethical implications of public apologies. Are they not merely a clever and easy device to escape real and tangible responsibility for mistakes or wrong done? Are they not at risk to become well-rehearsed rituals that claim to express regret but, in fact, avoid doing so? In (...) a joint interdisciplinary effort, the contributors to this book, combining findings from their specific fields of research (legal, religious, political, linguistic, marketing and communication studies), attempt to articulate this tension between ritual and sincere regret, between the discourse and the content of apologies, between excuses that pretend and regret that seeks reconciliation. Daniël Cuypers: Professor of Labour Law and Discrimination Law at the University of Antwerp, Daniel Janssen: Senior Lecturer and Researcher at the University of Utrecht in the Netherlands and international guest Professor at the University of Antwerp in Belgium, Jacques Haers: Academic Director University Centre Saint Ignatius Antwerpen and Professor of Systematic Theology at the Faculty of Theology and Religious Studies, KU Leuven, Barbara Segaert: Scientific Coordinator, University Centre Saint Ignatius Antwerpen. (shrink)

After explaining legal moralism, this paper introduces the so-called “Hart-Devlin debate” on sexual morality in the philosophy of law. First, it reviews Hart’s revisions of Mill’s no-harm principle to cope with some counterexamples that favor the legal enforcement of morality even in the presence of consent or the absence of physical harm. Then, the paper examines the main arguments for both the disintegration and conservative theses of the legal moralists Devlin and Stephen, together with Hart’s replies to them. Furthermore, it (...) relates the Hart-Devlin debate, reframed as a controversy between “thin” and “thick” legal moralists, to different conceptions of social morality Oxford philosophy of the 1950s and 1960s. Finally, the paper indicates why a qualified moral conservatism, also with regard to sexual morality, is warranted if the very notion of morality is given due consideration. (shrink)

Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy.

Richard Stanley Peters was one of the founding fathers of analytic philosophy of education in the twentieth century. After reviewing Peters’ disentanglement of the ambiguities of liberal education, I reconstruct his view on the status and the existential foundations of the humanities. What emerges from my reconstruction is an original justificatory argument for the value of liberal education as general education in the sense of initiation into the heritage of the humanities. To close, I evaluate the scope and power of (...) this argument from the existential concern of the humanities. (shrink)

In the second half of the twentieth century, two persons had an enormous impact on one branch of philosophy: that branch was the philosophy of education, and these persons were R.S. Peters and I. Scheffler, the founding fathers of the analytic approach in this philosophical subdiscipline. This chapter, first, introduces and contextualizes the analytic school of thought in the philosophy of education. Preliminary, the identity of analytic philosophy as such is outlined. The focus is primarily on showing how analytic philosophy (...) of education is actually done, and not so much on enumerating theories or dropping names A companion to the philosophy of education. Blackwell, Oxford, 2003] already gave an informative catalog). Next, as an example of the analytic approach, the chapter details conceptions of liberal education and delineates justifications of its value. (shrink)

RésuméDans A Theory of Content Jerry Fodor fait déboucher sa théorie représentationnelle de l'esprit sur une psychosémantique physicaliste et atomiste. Cette théorie externaliste de la signification –the Asymmetric Dependency Theory– fournit une solution entièrement naturalisée au second problème de Brentano, c'est‐à‐dire celui de l'objet référentiel. En m'appuyant sur le réalisme interne de Hilary Putnam, je critique deux éléments essentiels de la solution proposée par Fodor, à savoir la relation de dépendance asymétrique et l'individuation des objets de la référence. Cette critique (...) vise à montrer que le problème de la naturalisation et celui de la détermination sémantique ne sauraient être résolus simultanément. En outre, la détermination ontologique des objets de la référence implique inévitablement le principe de relativité conceptuelle. L'impossibilité de la psychosémantique naturalisée de Fodor corrobore donc la thèse de Brentano selon laquelle les phénomènes de sémanticité et d'intentionnalité sont primitifs. (shrink)

In this paper, I forge a strong educational bond between opera and the humanities: opera as liberal education, not just additional to or exemplary of. After rehearsing the well-known present-day criticisms of liberal education, I first make the diagnosis that the trouble with liberal education as teaching and learning the humanities is not so much its theoretical justification as its practical implementation. To neutralize the criticisms and to solve the problem of how to practically realize a theoretically defensible goal, my (...) proposal is, next, to exploit opera as the vehicle of liberal education. Finally, I detail my proposal, offering suggestions about the way opera as liberal education can function on the curriculum. (shrink)

This article is the introduction to the 7th volume of the Iconicity in Language and Literature Series. First a brief historical outline of the concepts of naturalness and iconicity in linguistic theory is given. Both concepts are then separately dealt with in two sections, in which each concept is elaborated and an overview of seminal readings on naturalness and iconicity is presented. A thorough discussion is also provided of some unresolved issues in the iconicity and naturalness debates. The article rounds (...) off with a summary of the papers collected in the volume. (shrink)

To Aristotle, spoken words are symbols, not of objects in the world, but of our mental experiences related to these objects. Presently there are two major strands of interpretation of Aristotle’s concept of the linguistic sign. First, there is the structuralist account offered by Coseriu (Geschichte der Sprachphilosophie. Von den Anfängen bis Rousseau, 2003 [1969], pp. 65–108) whose interpretation is reminiscent of the Saussurean sign concept. A second interpretation, offered by Lieb (in: Geckeler (Ed.) Logos Semantikos: Studia Linguistica in Honorem (...) Eugenio Coseriu 1921–1981, 1981) and Weidemann (in: Schmitter (Ed.) Geschichte der Sprachtheorie 2. Sprachtheorien der abendländischen Antike, 1991), says that Aristotle’s concept of the linguistic sign is similar to the one presented in Ogden and Richard’s (The meaning of meaning: A study of the influence of language upon thought and of the science of symbolism, 1970 [1923]) semiotic triangle. This paper starts off with an introductory outline of the so-called phýsei-thései discussion which started during presocratic times and culminated in Plato’s Cratylus. Aristotle’s concept of the linguistic sign is to be regarded as a solution to the stalemate position reached in the Cratylus. Next, a discussion is offered of both Coseriu’s and Lieb’s analysis. We submit that Aristotle’s concept of the linguistic sign shows features of both Saussure’s and Ogden and Richards’s sign concept but that it does not exclusively predict one of the two. We argue that Aristotle’s concept of the linguistic sign is based on three different relations which together evince his teleological as well empiricist point of view: one internal (symbolic) relation and two external relations, i.e. a likeness relation and a relation katà synthéken. (shrink)

In this chapter, I reconstruct the basic structure of Peters’ analytic response to educational progressivism as politically expressed in the 1967 Plowden Report. The report expressed a particular line of thought in educational theory, namely that of educational progressivism or child-centred education. In the 1960s, Peters introduced the analytic paradigm into the philosophy of education in Great Britain. In the socio-economic context of the 1960s, this new paradigm had some institutional as well as political effects. In particular, Peters’ theoretical response (...) to the Plowden Report in Perspectives on Plowden had a practical influence. The chapter proceeds as follows. After a short historical note and a brief rehearsal of the contrast between progressivism and traditionalism, I detail Peters’ fundamental presuppositions in the light of which his critique of child-centred education can be elucidated. These two main presuppositions are, first, the primacy of the social or the public and, second, the ideal of liberal education. Next, I organise his critique around two central themes: first, education and its aims, and, second, the curriculum and the teacher. (shrink)

We are all persons or selves. But what exactly does it mean that we possess an identity and autonomy as persons or selves? This book explores the related problems of self-identity and personal autonomy within the framework of contemporary analytical anthropology, a blend of analytical philosophy of mind and action with moral psychology. Cuypers critically examines the empiricist bundle theory and metaphysical ego theory of self-identity as well as the hierarchical Frankfurt / Dworkin model of personal autonomy. Arguing that (...) all these standard views are found wanting, Cuypers then offers an alternative 'personalist' theory of personal identity, plus an innovative 'moderately heteronomous' theory of autonomy without ever going beyond the analytical frame of reference. In critical discussion with analytical philosophers such as Derek Parfit, John Perry and Harry Frankfurt, this book develops an original perspective on the nature of persons or selves that is orthogonal to the received views in analytical anthropology. (shrink)

Harry Frankfurt is one of the leading contemporary analytical philosophers. His research interests are mainly free will and moral responsibility, as well as moral psychology and ethics in general. He is the author of Demons, Dreamers, and Madmen: The Defense of Reason in Descartes’s Meditations — published in 1970 with a French translation in 1989 — and numerous scholarly articles on Descartes’s philosophy. He is the editor of Leibniz: A Collection of Critical Essays which appeared in 1972 . His most (...) important book until now is The Importance of What We Care About published in 1988 and a new work, provisionally entitled Necessity, Volition, and Love is forthcoming later in 1998. (shrink)

Externalism is the view that facts about one's history or past in the external world that bear on the acquisition of one's responsibility-grounding psychological elements are pertinent to whether one's actions are free and, hence, pertinent to whether one can be morally responsible for them. Internalism is the thesis that the conditions of moral responsibility can be specified independently of facts about how the person acquired her responsibility-grounding psychological elements. In this paper we defend a position that navigates between externalism (...) and internalism: moral responsibility does not require that one have a past but it does require that one not have certain kinds of past. (shrink)

In this paper, I want to give an interpretation of Harry Frankfurt’s complex theory of the will with respect to the issue of “autonomy and necessity”. My central claim is that Frankfurt’s employment of the concept of the will is equivocal. He actually uses three distinct conceptions of the will without ever distinguishing them from one another. I shall introduce and justify such a clarifying tripartite distinction. Although my discussion will be limited to Frankfurt’s view of the will, this distinction (...) and the points made about its components can easily be generalized. In my opinion, then, such a tripartite distinction must form an essential part of any rich theory of the will.Both the first and the second conception of the will can readily be understood within the scope of the debate between compatibilism and incompatibilism. The third conception, however, transcends the framework of this classical opposition because the autonomy of this third kind of will positively requires necessity. Autonomy is not only compatible with necessity : according to the third conception, the former also intrinsically involves the latter. Although this conception of the will is somewhat unfamiliar and non-standard in the debate, I shall try to show that it captures an important fact about our volitional nature — a deep fact which is often overlooked or neglected. (shrink)

It has been argued that all compatibilist accounts of free action and moral responsibility succumb to the manipulation problem: evil neurologists or their like may manipulate an agent, in the absence of the agent's awareness of being so manipulated, so that when the agent performs an action, requirements of the compatibilist contender at issue are satisfied. But intuitively, the agent is not responsible for the action. We propose that the manipulation problem be construed as a problem of deviance. In troubling (...) cases of manipulation, psychological elements such as desires and beliefs, among other things, are acquired via causal routes that are deviant relative to causal routes deemed normal or baseline. We develop and defend rudiments of a baseline that is acceptable independently of whether one has compatibilist or incompatibilist leanings. (shrink)

We have conflicting pre-philosophical intuitions about what it means ‘to be true to ourselves.’ On the one hand, autonomy and authenticity seem closely connected to the lucidity of reflectiveness; on the other, they seem tightly interwoven with the immediacy of unreflectiveness. As opposed to a ‘Platonic’ intuition about the inferiority of the unexamined life, we have an equally strong ‘Nietzschean’ intuition about the corrosiveness of the examined life. Broadly speaking, the first intuition is more akin to the tradition of the (...) Enlightenment, and the second, more to that of Romanticism; the one is reminiscent of Descartes and Hume, the other of Rousseau and Herder.The use of the technical term ‘autonomy’ and the concomitant term ‘self’ is primarily limited to philosophy, while in daily life ‘freedom’ and ‘person,’ respectively, are used instead. Unfortunately, in their deployment of these technical terms philosophers have generally failed to acknowledge the two modes of ‘being true to ourselves’ associated with the Enlightenment and Romanticism, for they usually employ the concept of autonomy in a unitary way. (shrink)

This article offers a survey of the major developments in the analytic philosophy of mind since 1950, touching on the "naturalistic turn", the mind-body problem, the problem of intentionality (folk psychology) and the problem of [psycho]semanticity.

This paper returns to the very concept of moral responsibility. Its focus is not on the conditions but on the nature of moral responsibility. First, it introduces the Strawsonian and ledger conceptions of moral responsibility. Next, it contrasts and compares these conceptions. Finally, it evaluates both conceptions and asks which is the right one. Though this article works toward further clarifying the concept of moral responsibility, its conclusion is open-ended.

ABSTRACT This paper returns to the very concept of moral responsibility. Its focus is not on the conditions but on the nature of moral responsibility. First, it introduces the Strawsonian and ledger conceptions of moral responsibility. Next, it contrasts and compares these conceptions. Finally, it evaluates both conceptions and asks which is the right one. Though this article works toward further clarifying the concept of moral responsibility, its conclusion is open-ended. RESUMEN El artículo vuelve sobre el asunto de la responsabilidad (...) moral y se enfoca no en sus condiciones, sino en la naturaleza de la responsabilidad moral. En primer lugar, introduce las concepciones de Strawson y del "libro mayor" [ledger conception] de la responsabilidad moral. Luego, compara y contrasta esas dos concepciones, Finalmente, evalúa las dos concepciones y se pregunta cuál será la correcta. Aunque el artículo aporta a la aclaración del concepto de responsabilidad moral, su conclusión es abierta. (shrink)

The new world order is an order which is in the hands of the economic hegemony of capitalist countries. They design their market strategies beyond the authentic interests that have to do with the satisfaction of societal and individual needs. They organize a global market structure that fulfil..

This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical reason as normatively and motivationally robust. Yet this Kantian conception openly conflicts with Siegel’s own (...) two-component theory of critical thinking, which on close inspection turns out to be a version of the Humean conception of instrumental practical reason as normatively and motivationally powerless. It is concluded that Siegel cannot have it both ways: he cannot appeal both to means-end and to robust rationality. Siegel’s Kantian justification of the critical thinking educational ideal is, therefore, found wanting in terms of his own Humean premises. (shrink)

Is the idea of a material mind intelligible? Or, to put it another way, is the hypothesis that the mind is the brain believable? This paper, firstly, claims that the materialistic project in contemporary philosophy of mind can only be accepted if both the general outlook of scientism and a specific scientific methodology to address the mind-body problem are taken for granted. The basic question — how are intentionality and consciousness possible, given mechanistic physicalism? — has a prima facie plausibility (...) on the presumption of scientistic naturalism. However, it is shown, secondly, that materialism is neither successful in the execution of its project nor ultimately intelligible or believable because its fundamental naturalistic presuppositions are in no way mandatory or compulsory. Finally, in order to evade the pitfalls of dualistic mystification after having critized the materialistic project an alternative Wittgensteinian attitude to the mind-body problem is suggested. (shrink)