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  1. The Perfection of the Teacher Through the Pursuit of Happiness: Cavell’s Reading of J. S. Mill.Mitsutoshi Takayanagi - 2015 - Studies in Philosophy and Education 35 (1):17-28.
    Drawing upon Nel Noddings’ contention that, if children are to be happy in schools, their teachers should also be happy, this paper tries to explore a way in which the obviously intimate but seemingly conflicting connections between students’ and teachers’ happiness can be understood from the viewpoint of Stanley Cavell’s reading of J. S. Mill. Mill’s conceptions of desire and pleasure are examined as a means of liberating the above connection from existing prioritization: that is, teachers’ or students’ happiness comes (...)
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  • Kymlicka’s Alignment of Mill and Engels: Nationality, Civilization, and Coercive Assimilation.Tim Beaumont - 2022 - Nationalities Papers 50 (5):1003-21.
    John Stuart Mill claims that free institutions are next to impossible in a multinational state. According to Will Kymlicka, this leads him to embrace policies kindred to those of Friedrich Engels, aimed at promoting mononational states in Europe through coercive assimilation. Given Mill’s harm principle, such coercive assimilation would have to be justified either paternalistically, in terms of its civilizing effects upon the would-be assimilated, or non-paternalistically, with reference to the danger that their non-assimilation would pose to others. However, neither (...)
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