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  1. Conceptual Development and Relativism: reply to Siegel.Wouter van Haaften - 1993 - Journal of Philosophy of Education 27 (1):87-100.
    I defend that the development of children may include foundational change, such that stages can be reconstructed representing different views of (the relevant aspect of) reality and involving different forms of judgement in that domain. This implies fundamental stage-relativism. Claims that such stages are better than their forerunners can be justified, if at all, only on stage-bound criteria. This does not preclude the possibility of justibing them, however, except to persons in lower stages. The development produces the possibility of its (...)
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  • Conceptual Development and Relativism: reply to Siegel.Wouter van Haaften - 1993 - Journal of Philosophy of Education 27 (1):87-100.
    I defend that the development of children may include foundational change, such that stages can be reconstructed representing different views of (the relevant aspect of) reality and involving different forms of judgement in that domain. This implies fundamental stage-relativism. Claims that such stages are better than their forerunners can be justified, if at all, only on stage-bound criteria. This does not preclude the possibility of justibing them, however, except to persons in lower stages. The development produces the possibility of its (...)
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  • Justifying conceptual development claims: Response to Van Haaften.Harvey Siegel - 1993 - Journal of Philosophy of Education 27 (1):79–86.
    This paper is a response to van Haaften's attempt to build ‘a natural bridge from “is” to “ought”’ and in doing so to provide a general account of how, in developmental theory, a claim that ‘a later stage in conceptual development is somehow better or more adequate than preceding ones’ can itself be justified. The account by van Haaften violates the ‘seems justified/is justified’ distinction and embroils him in a problematic form of relativism. This paper offers an alternative account of (...)
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  • Justifying Conceptual Development Claims: response to van Haaften.Harvey Siegel - 1993 - Journal of Philosophy of Education 27 (1):79-86.
    This paper is a response to van Haaften’s attempt to build ‘a natural bridge from “is” to “ought”’ and in doing so to provide a general account of how, in developmental theory, a claim that ‘a later stage in conceptual development is somehow better or more adequate than preceding ones’ can itself be justified. The account by van Haaften violates the ‘seems justified/is justified’ distinction and embroils him in a problematic form of relativism. This paper offers an alternative account of (...)
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