Studies in Philosophy and Education 16 (1/2):59-71 (1997)

Abstract
Intellectual virtues like open-mindedness, clarity, intellectual honesty and the willingness to participate in rational discussions, are conceived as important aims of education. In this paper an attempt is made to clarify the specific nature of intellectual virtues. Firstly, the intellectual virtues are systematically compared with moral virtues. The upshot is that considering a trait of character to be an intellectual virtue implies assuming that such a trait can be derived from, or is a specification of, the cardinal virtue of concern and respect for truth. Secondly, several (possible) misconceptions of intellectual virtues are avoided by making the required distinctions. For example, it is argued that our concept of an intellectual virtue should not be confused with a normative conception of intellectual virtuousness
Keywords Philosophy   Philosophy of Education   Education   Testing and Evaluation   Theory of Education
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DOI 10.1023/A:1004942819821
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References found in this work BETA

The Open Society and Its Enemies.K. R. Popper - 1946 - Philosophy 21 (80):271-276.
In Praise of the Cognitive Emotions.Israel Scheffler - 1981 - Thinking: The Journal of Philosophy for Children 3 (2):16-23.
The Generalizability of Critical Thinking.Harvey Siegel - 1991 - Educational Philosophy and Theory 23 (1):18–30.

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A Moral‐Philosophical Perspective on Paedophilia and Incest.Ben Spiecker & Jan Steutel - 2000 - Educational Philosophy and Theory 32 (3):283–291.
On Emotion and Rationality: A Response to Barrett.Ellis Van Dam & Jan Steutel - 1996 - Journal of Moral Education 25 (4):395-400.

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