This chapter contains sections titled: Peters' Paradox of Moral Education The Neglect of Peters on Moral Education Peters the Rationalist Peters the Virtue Theorist Is it Paradoxical to Combine Aristotle and Kohlberg? Is it Paradoxical to Combine Virtues with Rules? Peters and Care Ethics Conclusion: Peters the Pluralist Notes References.

This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox (...) of moral education’—roughly, that a rational morality must be developed in part through habit—the article discusses not only Peters' rational morality of principles and rules but also elements of his thought concerning virtues and care. Running through the discussion is the question of whether Peters, in drawing for instance on Aristotle as well as Kohlberg, is attempting to combine incompatible ideas. Against this, it is suggested that in reading Peters now we can learn from his explicit claim that we need a pluralistic, not a monolithic, approach to moral development and moral education. (shrink)

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance (...) in his acceptance that reason and feeling are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today. (shrink)

R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

It would be interesting to speculate why particular lines of enquiry flourish and fade. The study of ‘character’ is a case in point. In the '20s and early '30s the study of ‘character’ was quite a flourishing branch of psychology. It then came to an abrupt halt and, until recent times, there has been almost nothing in the literature on the subject. Perhaps it was the notorious Hartshorne and May Character Education Enquiry, and the inferences that were mistakenly drawn (...) from it, that killed it; perhaps it was the pre-occupation with something more general and amorphous called ‘personality’; perhaps it was the mixture of metaphysics and methodological neurosis centred around the rat. Who knows? Anyway, the study of character is very much with us again as is revealed not merely by Riesman's Lonely Crowd but also by the recent study by Peck and Havighurst called The Psychology of Character Development . The British Journal of Educational Psychology has also, for some time, been running a symposium on The Development of Moral Values in Children. (shrink)

A critical and constructive discussion of philosophical questions which have particular bearing on the formulation of educational aims.

The most obvious way in which a philosopher can contribute to work on moral education is through work in ethics. Just as work in mathematical or scientific education could not get off the ground without a determinate idea of the structure of what has to be learnt in these spheres, so too a determinate notion of ‘morality’ is an essential precondition for any serious approach to moral education. It might be argued, too, that it is (...) particularly important for philosophers to do this because of the covert way in which ethical assumptions are smuggled into empirical work in this field. Any psychological account of moral development or moral education must be from a particular standpoint in ethics; for the delimitation of ‘moral’ is not a neutral matter. Psychologists working within Piagetian, Freudian, or social learning frameworks are too apt to work with an implicit ethical position. The job of the philosopher is, therefore, to make such ethical positions explicit and to discuss the arguments that might be given for them. (shrink)

Whereas indirect euthanasia is a common clinical practice, active euthanasia remains forbidden in most countries. The reason for this differentiation is usually seen in the principle of double-effect (PDE). PDE states that there is a morally relevant difference between the intended consequences of an action and merely foreseen, unintended side-effects. This article discloses the fundamental assumptions presenting the basis for this application of the PDE and examines whether these assumptions are compatible with the PDE. It is shown that neither (...) a liberal nor a utilitarian point of view makes the utilization of the PDE possible. In accordance with philosophical tradition, only within the doctrine of the sanctity of life does the PDE seem to be applicable. By analysing the premises of this doctrine, and comparing them with those of the PDE, the inconsistency of this idea is demonstrated. It is suggested that the role of the PDE in the current discussion on euthanasia is largely exaggerated. (shrink)

This theoretical paper proposes a new perspective to understand the moral distress of nurses more fully, using virtue ethics. Moral distress is a widely studied subject, especially with respect to the determination of its causes and manifestations. Increasing the theoretical depth of previous work using ethical theory, however, can create new possibilities for moral distress to be explored and analyzed. Drawing on more recent work in this field, we explicate the conceptual framework of the process of (...) class='Hi'>moral distress in nurses, proposed by Ramos et al., using MacIntyrean virtue ethics. Our analysis considers the experience of moral distress in the context of a practice, enabling the adaptation of this framework using virtue ethics. The adoption of virtue ethics as an ethical perspective broadens the understanding of the complexity of nurses’ experiences of moral distress, since it is impossible to create a ready model that can cover all possibilities. Specifically, we describe how identity, social context, beliefs, and tradition shape moral discomfort, uncertainty, and sensitivity and how virtues inform moral judgments. Individuals, such as nurses, who are involved in a practice have a narrative history and a purpose ( telos) that guide them in every step of the process, especially in moral judgment. It is worth emphasizing that the process described is supported by the formation of moral competence that, if blocked, can lead to moral distress and deprofessionalization. It is expected that nurses seek to achieve the internal good of their practice, which legitimizes their professional practice and supports them in moral decision-making, preventing moral distress. (shrink)

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of (...) reason in an educational context is considered. (shrink)

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as 'What do we actually mean by education?' and provides a proper ethical foundation for education in a democratic (...) society. The book will appeal to both teachers and students of philosophy as well as education. (shrink)

In Religion Within the Boundaries of Mere Reason, Kant claims that all human beings are originally and radically evil: they choose to adopt a ‘supreme maxim’ that gives preference to sensibility over the moral law. Because Kant thinks that all agents have a duty to develop good character, part of his task in the Religion is to explain how moral conversion is possible. Four years after Kant publishes the Religion, J. G. Fichte takes up the issue of (...) conversion in slightly different terms: he is interested in how people he characterizes as ‘dogmatists’ become ‘idealist’. Against recent interpreters, I argue that Fichte characterizes the choice to convert from dogmatism to idealism as one that is grounded in a non-rational choice. Along the way, I consider Daniel Breazeale and Allen Wood’s recent arguments to the contrary, alternative accounts of what it might mean for a conversion to count as ‘rational’, and how well my conclusion harmonizes with Fichte’s views on education. (shrink)

First published in 1980, Caring and Curing is for all those involved in the 'caring professions' - medicine, social work, and the other health and welfare occupations. It is both an introduction to philosophy for the caring professions and a philosophy of those professions. The authors believe that the best way to introduce philosophy is to engage in it, to philosophize, and that the most exciting way to philosophize is to offer a reasoned but controversial point of view on matters (...) to which people are professionally committed. They argue, first, that there is an essential unity of the caring professions in that the concepts of health and welfare are different aspects of a single value judgement as to what sort of life a person should be enabled to live in his society. Secondly, they show the limits of scientific expertise in relation to human behaviour and argue that the education of medical and social workers should include broader humane disciplines to assist them in coping with the problems of ethics and values of all kinds in present-day society. Thus, the discussion introduces the main branches of philosophy and deals with many of the current moral dilemmas in medicine and social work. (shrink)

To probe people's motives is almost an occupational malaise amongst psychologists. And it is not one that can be nursed in private. It intrudes constantly into discussion of acquaintances, into moral assessments of people's actions and their responsibility for them, and into pronouncements on the proper operation of law. On this account psychologists are treated with suspicion, often with derision and resentment, by their academic colleagues. Of course, like Jehovah's witnesses, they come to expect, even to relish, the reception (...) they receive. For has it not been written that we all have a strong resistance to such revelations, our real motives being often those which we are ashamed to admit? But there may be good grounds for this resistance as well as psychological explanations of it. My hope in this paper is to set out the sorts of grounds that there may be for our resistance to this scrutiny of our motives and to the theories of motivation which lend some kind of scientific respectability to it. (shrink)

The contributors to The Moral of the Story, all preeminent political theorists, are unified by their concern with the instructive power of great literature. This thought-provoking combination of essays explores the polyvalent moral and political impact of classic world literatures on public ethics through the study of some of its major figures-including Shakespeare, Dante, Cervantes, Jane Austen, Henry James, Joseph Conrad, Robert Penn Warren, and Dostoevsky. Positing the uniqueness of literature's ability to promote dialogue on salient moral (...) and intellectual virtues, editor Henry T. Edmonson III has culled together a wide-ranging exploration of such fundamental concerns as the abuse of authority, the nature of good leadership, the significance of "middle class virtues" and the needs of adolescents. This collection reinvigorates the study of classic literature as an endeavor that is not only personally intellectually satisfying, but also an inimitable and unique way to enrich public discourse. (shrink)

I Once gave a series of talks to a group of psychoanalysts who had trained together and was rather struck by the statement made by one of them that, psychologically speaking, ‘reason’ means saying ‘No’ to oneself. Plato, of course, introduced the concept of ‘reason’ in a similar way in The Republic with the case of the thirsty man who is checked in the satisfaction of his thirst by reflection on the outcome of drinking. But Plato was also (...) so impressed by man's ability to construct mathematical systems by reasoning that he called it the divine element of the soul. And what has this ability to do with that of saying ‘No’ to oneself? And what have either of these abilities to do with the disposition to be impartial which is intimately connected with our notion of a reasonable man, or with what David Hume called a ‘wonderful and unintelligible instinct’ in our souls by means of which men are able to make inferences from past to future?It must readily be admitted that there are few surface similarities between the uses of ‘reason’ in these contexts. No obvious features protrude which might be fastened on as logically necessary conditions for the use of the term ‘reason’. But beneath the surface there may be lurking common notions that are, or can be, of importance in our lives. To make them explicit is to give structure and substance to what is often called ‘the life of reason’ and to show that this is not inconsistent with a life of passion as is often thought. This seems eminently worth attempting at a time when many people seem hostile to reason. For those who demand instant gratification, who adopt some existentialist stance, who cultivate violence or mystical experience, or who merely do what others do, are all, in various ways, resisting the claims of reason on them. And what they are resisting is not just the demand that they should reflect and calculate; it is also the influence of passions and sentiments that underlie a form of life. (shrink)

R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ‘to travel with a different view’ [Peters, R. (...) S. (1967). What is an educational process? In R. S. Peters (Ed.), The concept of education (pp. 1–23). Routledge and Kegan Paul]. In asserting this about education, Peters has more in common with another great English educator, John Henry, Cardinal Newman, than one might expect, given they are separated by about a century and start from different philosophical perspectives, namely Kant to a significant degree in the former and Aristotle in the latter. Both nevertheless acknowledge the importance of reason and its development in any education worthy of the name. I will argue that in describing the ‘educated person’ Peters is not far from the view of Newman, who saw education as being about the ‘enlargement of mind’. Although Newman hesitates to call ‘enlargement of mind’ wisdom, and Peters does not use either term, there are good grounds for proposing that in distinguishing between education and training, and in asserting education is moral education because it is concerned to improve persons, Peters acknowledges the higher purposes of education and hence, we can add, its connection with wisdom. Significantly, what such a reading of Peters emphasizes is his insistence on the intrinsic value of education, a view seemingly lost in modern market-driven conceptions of education. (shrink)

Presents Dewey's views on such topics as the theory of knowledge, interests, language and experience, the self in action, democracy and education and the philosophy of education. This book also critically evaluates Dewey's thought with a view to making explicit what is acceptable and unacceptable in it to contemporary thinkers.

This chapter contains sections titled: R. S. Peters on the Concept and Justification of Education Educational Values; Values of Justification Education: Lost between the Moral Life and the Good Life? A Life of Rational Principle: A Generalisable Ideal? Communication and Practical Reason: A Way toward an Educationally Relevant Moral Universalism? Notes References.

This study adapts the theory of reasoned action (Ajzen and Fishbein, 1980) to the behavior of fraudulent reporting on financial statements so as to examine the effects of moral reasoning and self-monitoring on intention to report fraudulently, using structural equation modeling. The paper seeks to investigate two of the red flags for financial statement fraud identified in Loebbecke et al.'s (1989) paper: client management displays a significant lack of moral fiber and client personnel exhibit strong personality anomalies. As (...) expected, high moral reasoners are more influenced than low moral reasoners by their own attitude towards the behavior. Contrary to prior research, low self-monitors are found to be more influenced than high self-monitors by subjective norms. Future research is recommended to investigate the counter-intuitive results for self-monitors, to consider the implications of group decision making as regards the promulgation of fraudulent financial statements, and to examine additional red flags for financial statement fraud. (shrink)

Peters' account of the moral life and the conception of practical reason that informed it reflects a sophisticated moral universalism. However, attempts to extend a similarly sophisticated universalism into our understanding of education are not as well received. Yet, such a project is of clear contemporary relevance given the pressure put on educational institutions to achieve certain ends. If we can show that education entails standards that are not entirely contingent upon current interests, we (...) would have a framework that all institutions seriously claiming to be involved in the enterprise would have to acknowledge. In this paper I argue that a reconstruction of the relationship between Peters' work in philosophical ethics and his conceptual analysis may go some way in showing how one can speak of education in universalistic terms. Accordingly, although many of the criticisms laid at Peters' feet are of merit, they overshadow more potentially useful interpretive moves. Finally, I show how a change in the focus of Peters' account of education and practical reason more generally can provide important resources for engaging in a more plausible exploration of universalistic themes in education. (shrink)

This collection presents the first sustained examination of the nature and status of the idea of principles in early modern thought. Principles are almost ubiquitous in the seventeenth and eighteenth centuries: the term appears in famous book titles, such as Newton’s _Principia_; the notion plays a central role in the thought of many leading philosophers, such as Leibniz’s Principle of Sufficient Reason; and many of the great discoveries of the period, such as the Law of Gravitational Attraction, were described (...) as principles. Ranging from mathematics and law to chemistry, from natural and moral philosophy to natural theology, and covering some of the leading thinkers of the period, this volume presents ten compelling new essays that illustrate the centrality and importance of the idea of principles in early modern thought. It contains chapters by leading scholars in the field, including the Leibniz scholar Daniel Garber and the historian of chemistry William R. Newman, as well as exciting, emerging scholars, such as the Newton scholar Kirsten Walsh and a leading expert on experimental philosophy, Alberto Vanzo. _The Idea of Principles in Early Modern Thought_ charts the terrain of one of the period’s central concepts for the first time, and opens up new lines for further research. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Seductiveness of Virtue: Abraham Joshua Heschel and John Paul II on Morality and Personal Fulfillment by John J. FitzgeraldMatthew R. PetrusekThe Seductiveness of Virtue: Abraham Joshua Heschel and John Paul II on Morality and Personal Fulfillment John J. Fitzgerald new york: bloomsbury t&t clark, 2017. 240 pp. $114The Seductiveness of Virtue offers a close study of the twentieth-century Polish-American rabbi Abraham Joshua Heschel, and the first Polish (...) pope, St. John Paul II, on the relationship between being good and being happy. Overall the book advances the conversation on the meaning and continued relevance of virtue in contemporary ethics, though its eagerness to build bridges across competing religious and philosophical traditions opens the argument to both methodological and substantive criticisms. [End Page 206]Fitzgerald divides the book into an introduction and four chapters. Chapter 1, "The Meaning of Our Question," establishes the definitions of concepts that Fitzgerald addresses throughout the rest his argument, including "happiness," "meaning," "freedom," "personal fulfillment," "good and evil," and "doing." Fitzgerald locates each term within the theologies of Heschel and John Paul II and provides his own definitions. Chapter 2, "Heschel and the 'Joys of Mitsvah,'" enters more deeply into Heschel's theology, arguing that, despite some ambiguity about whether morality will always lead to personal fulfillment, Heschel establishes a firm theological and practical connection between following the law (mitzvah) and being happy. Chapter 3, "John Paul II and the Good We Must Do to Have Eternal Life," engages in a similar analysis of John Paul's thought (including his writings before becoming pope) and, despite using different theological categories (chief among them "Christ"), arrives at a similar conclusion: there is a necessary connection between being good and being happy. Chapter 4, which also functions as a conclusion, places the comparison between Heschel and John Paul into a wider comparative context, examining how their respective conclusions on morality and the good relate to insights from other contemporary perspectives, including the Dalai Lama, Peter Singer, and present-day "positive psychology." Fitzgerald concludes by offering five reasons why it is important to continue, in his words, an "interworldview" and "interdisciplinary" dialogue on how virtue relates to happiness.The book is richly sourced—containing 199 footnotes, bibliography, and detailed index—and serves as a good addition to the libraries of those working on John Paul II, Abraham Heschel, virtue theory, or comparative ethics more broadly. Yet its breadth on the comparative front also highlights its vulnerabilities, particularly on the question of what defines the relationship between virtue and happiness from a normative perspective. While providing lucid descriptive accounts of different conceptions of God and the good, for example, Fitzgerald acknowledges near the book's conclusion, "whether one finds [any] author persuasive will depend in large part on one's prior conclusions about the existence and nature of God and the afterlife" (184) and notes that this topic "cannot be resolved or even explored here" (185). However, these "prior conclusions" themselves are ultimately most meaningful for answering the book's central question.This reticence to engage in meta-ethical questions also leads the text to a problematic epistemological and ethical equalizing of each perspective, one that allows Fitzgerald to claim, for example, "while there is much common ground between Heschel, John Paul II, and [Peter] Singer on the relationship between morality and fulfillment, there are also key differences" (174). Here Fitzgerald understates the contrast: one of the "key" differences between Singer's utilitarian materialism and John Paul II's gospel of life is that Singer's position could serve as a paradigmatic representation of the "culture of death" [End Page 207] that John Paul spent his papacy resisting. Thus, while providing an excellent analysis of each thinker individually, the book's argument would benefit from establishing a firmer and more transparent standard for evaluating ethical claims across traditions.Matthew R. PetrusekLoyola Marymount UniversityCopyright © 2018 Society of Christian Ethics... (shrink)

This article will begin by examining the extent to which R. S. Peters merited the charge of analytic philosopher. His background in social psychology allowed him to become more pragmatic and grounded in social conventions and ordinary language than the analytic philosophers associated with empiricism, and his gradual shift from requiring internal consistency to developing a notion of ?reasonableness?, in which reason could be tied to passion, grounded him in an idiosyncratic notion of ethics which included compassion and (...) virtue as well as reason. I describe his position on ethics as a systemic one of principled pragmatism. (shrink)

Today, John Locke is recognized as one of the most important and formative philosophical influences on the modern world. His imprint is still felt in political and legal thought, in educational theory, moral theory and in the theory of knowledge. Lockes key works, Two Treatises of Government , and the monumental An Essay Concerning Human Understanding , provoked lively debate when they were first published in 1690 and remain standard texts in undergraduate philosophy courses throughout the English-speaking world and (...) beyond. It is not surprising therefore that Locke scholarship is a burgeoning force in the history of philosophy and that his ideas and arguments are repeatedly alluded to in current philosophical debate. Indeed, since the publication of the first series of Locke: Critical Assessments in 1991, Locke research has proceeded apace, and it is now fitting that a second Critical Assessments series be published. Of particular importance in recent work on Locke has been research into the colonial contexts of his political writings; a more nuanced and historically grounded approach to Lockes writings on natural philosophy; and a theological turn in Locke scholarship that has centred on the content and reception of his The Reasonableness of Christianity . Each of these new trends is represented in this second series, as are recent contributions to long-standing debates concerning Lockean interpretation and influence. (shrink)

This study examined preschool children’s reasoning about and behavioral interactions with one of the most advanced robotic pets currently on the retail market, Sony’s robotic dog AIBO. Eighty children, equally divided between two age groups, 34–50 months and 58–74 months, participated in individual sessions with two artifacts: AIBO and a stuffed dog. Evaluation and justification results showed similarities in children’s reasoning across artifacts. In contrast, children engaged more often in apprehensive behavior and attempts at reciprocity with AIBO, and more often (...) mistreated the stuffed dog and endowed it with animation. Discussion focuses on how robotic pets, as representative of an emerging technological genre, may be blurring foundational ontological categories, and impacting children’s social and moral development. (shrink)

Many religious people are alarmed about features of the current age - violence in the media, a pervasive hedonism, a marginalization of religion, and widespread abortion. These concerns influence politics, but just as there should be a separation between church and state, so should there be a balance between religious commitments and secular arguments calling for social reforms. Robert Audi offers a principle of secular rationale, which does not exclude religious grounds for action but which rules out restricting freedom except (...) on grounds that any rational citizen would accept. The book describes the essential commitments of free democracy, explains how religious and secular moral considerations can be integrated to facilitate co-operation in a world of religious pluralism, and proposes ideals of civic virtue that express the mutual respect on which democracy depends. Audi offers a balanced and sophisticated treatment of the relations between religion and politics in a modern, secular society. (shrink)

The concept of respect plays a central role in several recent attempts to re-actualise the programme of a critical social theory. In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual. So interpreted, the concept of respect can only have a very limited application in the field of education, where concern for the particular desires, intentions (...) and beliefs of mostly immature persons is at stake.However, more than forty years ago R. S. Peters did develop an extended concept of respect as a central component in education. This concept focuses exactly on those desires, intentions and beliefs, instead of on the very demanding capability of practical reasoning orientated towards the Kantian Categorical Imperative. My task in this paper is to explore the potential of Peters' concept of respect for the identification and description of educational pathologies and ultimately for the founding of a critical theory of education. (shrink)

Plato can claim a preeminent place in the philosophy of education, for two reasons at least. The first is that he started the subject; the second is that he expressed with a force which has not since been surpassed a particular, seemingly authoritarian, view about it. Any liberal has to come to grips with this view, for which ‘Platonism’ is still the most appropriate name; and the first step is to determine more exactly what, in essence, the view is. (...) This paper will not be concerned with the close examination of Plato’s text; that must be left for a book about his moral philosophy that I am working on. I shall say nothing about the quaint details of the educational curriculum in the Republic or the Laws, which have distracted the attention of some commentators from more fundamental problems. What I aim to discuss is the question ‘Can virtue be taught?’, with which Plato introduces the subject in the Meno—the question which more than any other provides the incentive for his entire philosophical enterprise. (shrink)

It is a pleasure to be able to pay tribute to Adam Potkay’s interesting and impressive book on two of the most important figures in the eighteenth century. It brings together the philosophical and the literary, the “anatomist” and the “painter” of the passions and the moral life, integrating worlds that, however isolated they may have become in the twentieth century, were not seen as all that distinct in the eighteenth. Having said this, the most remarkable feature of Potkay’s (...) book is that it unites two figures usually thought to be opposed—the irascible, domineering, and deeply Christian Johnson and the dispassionate, moderate, and pagan Hume. (shrink)

Introduction / Jeffrey R. Di Leo, Peter Hitchcock, and Sophia A. McClennen -- Theory and history -- The rights to debt? / Sophia A. McClennen -- Kant at the Federal Reserve : on the aesthetics of quantitative easing / Peter Hitchcock -- Materialism : debt and sensuality / Christopher Breu -- The indebted man's cognitive mapping : boundaries and biohorror in the neoliberal debt economy / Liane Tanguay -- Living in the debt age -- The debt experience / Jeffrey J. (...) Williams -- Paying your debt to society : the neoliberal state and the logic of quid pro quo / Esther Peeren -- Indebted youth and neoliberalism / Tyler J. Pollard -- Austerity politics and the neoliberal target austerity politics and the neoliberal targeting of the body in public education / Kenneth J. Saltman -- Resisting the debt age -- On debt resistance / Jeffrey R. Di Leo -- Debt and financial literacy education : an ethics for capital or the other / Chris Arthur -- Student debt and the social functions of consolidation college / Christopher Newfield -- Confronting the creditor class / Andrew Ross -- Index. (shrink)

This paper offers critical reflection on the contemporary tendency to approach health care in instrumentalist terms. Instrumentalism is means-ends rationality. In contemporary society, the instrumentalist attitude is exemplified by the relationship between individual consumer and a provider of goods and services. The problematic nature of this attitude is illustrated by Michael Oakeshott’s conceptions of enterprise association and civil association. Enterprise association is instrumental; civil association is association in terms of an ethically delineated realm of practices. The latter offers a richer (...) ethical conception of the relation between person and society than instrumentalism does. Oakeshott’s conception is further illustrated by reflection on the connection between morality and religion that he explores in an early essay concerning “religious sensibility”. Religious sensibility turns on the acknowledgement of the vulnerability of the self to the vicissitudes of life. This vulnerability cannot be bargained over instrumentally without imperilling the self. Religious sensibility is thus a valuable resource for criticising instrumentalist attitudes. It allows for the cultivation of ethical self-understanding that is essential to comprehending the conditions in virtue of which genuine civil life is possible. These conditions need to be taken into account in health care. Health care is not simply about substantive wants. It also necessarily concerns the universal and constant condition of being prey to illness that is the common lot of all citizens. (shrink)

PREFACE The first three of these lectures, or rather an abbreviated version of them, were first given as the Lindsay Memorial Lectures at the University of ...

R S Peters; Education and the Educated Man, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.1111/j.1467-9752.

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

This paper offers critical reflection on the contemporary tendency to approach health care in instrumentalist terms. Instrumentalism is means-ends rationality. In contemporary society, the instrumentalist attitude is exemplified by the relationship between individual consumer and a provider of goods and services. The problematic nature of this attitude is illustrated by Michael Oakeshott’s conceptions of enterprise association and civil association. Enterprise association is instrumental; civil association is association in terms of an ethically delineated realm of practices. The latter offers a richer (...) ethical conception of the relation between person and society than instrumentalism does. Oakeshott’s conception is further illustrated by reflection on the connection between morality and religion that he explores in an early essay concerning “religious sensibility”. Religious sensibility turns on the acknowledgement of the vulnerability of the self to the vicissitudes of life. This vulnerability cannot be bargained over instrumentally without imperilling the self. Religious sensibility is thus a valuable resource for criticising instrumentalist attitudes. It allows for the cultivation of ethical self-understanding that is essential to comprehending the conditions in virtue of which genuine civil life is possible. These conditions need to be taken into account in health care. Health care is not simply about substantive wants. It also necessarily concerns the universal and constant condition of being prey to illness that is the common lot of all citizens. (shrink)

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

This collection provides comprehensive coverage of a complex theme which will be of interest to those involved in the fields of philosophy and education alike.

In lieu of an abstract, here is a brief excerpt of the content:Vice, Mental Disorder, and the Role of Underlying Pathological ProcessesNancy Nyquist Potter (bio) and Peter Zachar (bio)Keywordsresponsibility, virtue theory, cultural norms, psychopathologyThe issues discussed by John Sadler are among the most complicated in the philosophy of psychiatry, if for no other reason than that they highlight an area where disciplinary fault lines between clinical psychiatry/ psychology and philosophy seem most evident. We spent a year writing an article (...) on the relationship between the assessment of personality disorders and moral evaluations, and these fault lines became manifest not only between ourselves, but also when discussing our ideas with members of the various disciplines.Many practicing psychiatrists acknowledge that moral attributions (such as manipulativity) might be made about people with certain disorders (such as borderline personality disorder), but also find the argument that psychiatric diagnoses are moral rather than medical conditions to be a ludicrous bit of antipsychiatry in the Szaszian tradition. Philosophers, on the other hand, are less involved with these diagnostic categories in their day-to-day work and are more willing to be skeptical. Whether they are doing philosophy of psychiatry, moral theory, or sociopolitical philosophy, they are interested in digging a little bit deeper and are not impressed by arguments to the effect that—it’s obvious that these are really disorders. Being “obvious” is not a persuasive philosophical argument.The metaphysical task of determining what belongs in the category of criminality compared with other ways of sorting behavior has parallels in moral philosophy: Why is fraud, or theft, criminalized whereas (most) lying is not? Why is one set of moral norms enforceable, whereas a second set is aspirational? Does the difference involve property, where infractions of property are thought to be more serious wrongs than lying, which is “only” psychological rather than material? Are the “most serious” wrongs the ones we mark as crimes? Why is sodomy still criminalized in some areas but betraying one’s lifelong love is viewed as morally reprehensible but not criminal? Both actions are private, and only one seems to do harm—unfaithfulness—yet that is the one that is not criminalized. The point here is that, regardless of domain, our classification systems need to be justifiable, yet justification is most often mystifying. [End Page 27]The same is true for classifying mental disorders. The class of mental disorders appears to be a somewhat inconsistent collection of heterogeneous conditions and does not form a natural kind (Zachar 2000). At the most, the class of mental disorders names a family of loosely related conditions and the reasons for inclusion can shift from disorder to disorder.If the class of mental disorders does not specify an internally coherent kind akin to gold, deciding on the scope of psychiatric practice becomes an important problem. As Sadler asks, for what reasons do we classify pedophilia with schizophrenia—both as disorders—but omit sadism? This is an important question of disciplinary scope.This question of scope is itself ethically charged because, on the one hand, bringing a condition under the purview of psychiatry offers the possibility for treatment, and at least establishes the goal of improving the lives of people with specific kinds of problems. Making lives better is one of the humanistic justifications for science itself; clearly it is a raison d’être of psychiatry. On the other hand, medicalization sets up the conditions for a certain kind of social control. Hospitalization, educational services, day treatment, and disability payments are all contingent upon psychiatric diagnostic practices. These programs and the institutions that manage them are both socially available and socially prescribed. The diagnosed behaviors can now be considered to be entities, and explanations of them can be developed. New technologies for altering them will also be introduced. Such practices have been associated with dehumanization (Phillips 2009).Two important questions also need to be distinguished. The first is a question for moral philosophy—What degree of responsibility do people with putative mental disorders have for their behaviors? For example, should people with psychotic disorders or personality disorders be held responsible for crimes they commit? If so, under what conditions? Should responsibility for certain behavior be mitigated? If so, under what conditions? Moral philosophy... (shrink)

Reason and Value collects 15 new papers by leading contemporary philosophers on themes from the work of Joseph Raz. Raz has made major contributions in a wide range of areas, including jurisprudence, political philosophy, and the theory of practical reason; but all of his work displays a deep engagement with central themes in moral philosophy. The subtlety and power of Raz's reflections on ethical topics make his writings a fertile source for anyone working in this area. Especially (...) significant are his explorations of the connections between practical reason and the theory of value, which constitute a sustained and penetrating treatment of a set of issues at the very center of moral philosophy as it is practiced today. The contributors to the volume acknowledge the importance of Raz's contributions by engaging critically with his positions and offering independent perspectives on the topics that he has addressed. The volume aims both to honour Raz's accomplishments in the area of ethical theorizing, and to contribute to an enhanced appreciation of the significance of his work for the subject. (shrink)

Background: Community-based education (CBE) involves educating the head (cognitive), heart (affective), and the hand (practical) by utilizing tools that enable us to broaden and interrogate our value systems. This article reports on the use of virtue ethics (VE) theory for understanding the principles that create, maintain and sustain a socially accountable community placement programme for undergraduate medical students. Our research questions driving this secondary analysis were; what are the goods which are internal to the successful practice of CBE in (...) medicine, and what are the virtues that are likely to promote and sustain them? -/- Methods: We conducted a secondary theoretically informed thematic analysis of the primary data based on MacIntyre’s virtue ethics theory as the conceptual framework. -/- Results: Virtue ethics is an ethical approach that emphasizes the role of character and virtue in shaping moral behavior; when individuals engage in practices (such as CBE), goods internal to those practices (such as a collaborative attitude) strengthen the practices themselves, but also augment those individuals’ virtues, and that of their community (such as empathy). We identified several goods that are internal to the practice of CBE and accompanying virtues as important for the development, implementation and sustainability of a socially accountable community placement programme. A service-oriented mind-set, a deep understanding of community needs, a transformed mind, and a collaborative approach emerged as goods internal to the practice of a socially accountable CBE. The virtues needed to sustain the identified internal goods included empathy and compassion, connectedness, accountability, engagement [sustained relationship], cooperation, perseverance, and willingness to be an agent of change. -/- Conclusion: This study found that MacIntyre’s virtue ethics theory provided a useful theoretical lens for understanding the principles that create, maintain and sustain CBE practice. (shrink)

This is a ‘study of Liberal Humanism in the novels of George Eliot, Henry James, E M Forster, Virginia Woolf and Angus Wilson’. The ‘free spirit’ is the person who, ‘freed’ of traditional or customary morality, has to learn an empirical or consequential morality in relations with other people and reconcile this with self-fulfilment as a new and conscious ideal. Such a spirit typifies the offspring of J S Mill and the liberal middle-class culture of the late nineteenth century with (...) its reliance on historical progress, the power of reason, tolerance and individual freedom. The dilemma of the contemporary liberal is summarised in an introductory chapter which does not however attempt any analysis more radical than the usual one. When the international conflicts of the twentieth century undermined its confidence liberalism lost its creative energy in the fields of political action and social reform, yet many middle-class people of liberal bent still retain in their private lives amidst an alien society a liberal-humanist morality of personal relationships worked out according to the motives and foreseen consequences of their actions. Certain characters and themes handled by the above line of novelists show their awareness of this liberal programme and its complications. (shrink)

This article takes issue with the formalism problem arguably pertaining to Habermas's conception of communicative rationality and discursive justification. Beginning with the Hegelian premises of Habermas's theory of mutual understanding and communicative rationality, the article proceeds to make Kant's doctrine of reflective judgement fruitful for a critique of Habermas's restriction of reasons to discursively articulated endorsements, the 'force of the better reasons'. The argument consists in showing that discursive justification must rely upon endorsements of particulars exhibited in right judgements, and (...) that such endorsements must be expressed or articulated to yield public manifestations of discursive orientations and commitments, constituting what is referred to as 'communicative experience'. On the account presented here, the rational significance of particulars is revealed in the expressive attitude that allows or admits non-discursive constraints to the conception of rational justification. The promise of such an account - as premised upon Kant's insights in his third Critique - consists in its capability to avoid the one-sided formalism of discursive rationality, incorporating ethical, expressive and aesthetic dimensions to our rational self-conception. Key Words: aesthetic experience • communicative experience • concrete other • discourse-ethics • ethical life • feminism • Habermas • Hegel • Kant • morality • rational justification • reflective judgement • world-disclosure. (shrink)

It is a popular view thatpractical deliberation excludes foreknowledge of one's choice. Wolfgang Spohn and Isaac Levi have argued that not even a purely probabilistic self-predictionis available to thedeliberator, if one takes subjective probabilities to be conceptually linked to betting rates. It makes no sense to have a betting rate for an option, for one's willingness to bet on the option depends on the net gain from the bet, in combination with the option's antecedent utility, rather than on the offered (...) odds. And even apart from this consideration, assigning probabilities to the options among which one is choosing is futile since such probabilities could be of no possible use in choice. The paper subjects these arguments to critical examination and suggests that, appearances notwithstanding, practical deliberation need not crowd outself-prediction. (shrink)