34 found
Order:
  1.  27
    (1 other version)The Educational Importance of Deep Wonder.Anders Schinkel - 2016 - Journal of Philosophy of Education 50 (4).
    That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement and bracket existing—potentially limiting—ways of thinking, seeing, and categorising. Yet wonder is not a single thing, and it is important to distinguish at least two kinds of wonder: (...)
    Direct download  
     
    Export citation  
     
    Bookmark   14 citations  
  2.  68
    Wonder, Mystery, and Meaning.Anders Schinkel - 2018 - Philosophical Papers 48 (2):293-319.
    This paper explores the connection between wonder and meaning, in particular ‘the meaning of life’, a connection that, despite strong intrinsic connections between wonder and the (philosoph...
    No categories
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  3.  79
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. de Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  4.  36
    What kind of theory should theory on education for human flourishing be?Lynne S. Wolbert, Doret J. De Ruyter & Anders Schinkel - 2019 - British Journal of Educational Studies 67 (1):25-39.
  5. Voting Rights for Older Children and Civic Education.Michael Merry & Anders Schinkel - 2016 - Public Affairs Quarterly 30 (3):197-213.
    The issue of voting rights for older children has been high on the political and philosophical agenda for quite some time now, and not without reason. Aside from principled moral and philosophical reasons why it is an important matter, many economic, environmental, and political issues are currently being decided—sometimes through indecision—that greatly impact the future of today’s children. Past and current generations of adults have, arguably, mortgaged their children’s future, and this makes the question whether (some) children should be granted (...)
    Direct download  
     
    Export citation  
     
    Bookmark   4 citations  
  6.  49
    The flourishing child.Lynne Wolbert, Doret de Ruyter & Anders Schinkel - 2021 - Journal of Philosophy of Education 55 (4-5):698-709.
    This paper aims to offer conceptual clarification on the use of the concept of human flourishing with regard to children. We will argue that the concept can meaningfully be applied to parts of human lives, specifically one's childhood, and discuss when we can meaningfully speak of a flourishing child. Viewing children's lives in terms of whether they are flourishing may be able to help us understand and articulate in which ways a child's life may go better or worse. This is (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  7.  39
    Human Flourishing, Wonder, and Education.Anders Schinkel, Lynne Wolbert, Jan B. W. Pedersen & Doret J. de Ruyter - 2023 - Studies in Philosophy and Education 42 (2):143-162.
    Various authors see human flourishing as the overarching aim to which education should contribute. We ask whether fostering _wonder_ can help education attain this aim. We discuss two possibilities: firstly, it may be that having a sense of wonder as adults (possibly fostered by and/or refined due to education) contributes to flourishing itself. Secondly, it may be that fostering wonder in education increases the likelihood that education promotes flourishing, which it might do simply by increasing children’s intrinsic interest in what (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  8. Education and Life's Meaning.Anders Schinkel, Doret J. Ruyter & Aharon Aviram - 2016 - Journal of Philosophy of Education 50 (2):398-418.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  9. What is an Appropriate Educational Response to Controversial Historical Monuments?Michael S. Merry & Anders Schinkel - 2021 - Journal of Philosophy of Education 55 (3):484-497.
    There are many things that can be done to educate young people about controversial topics - including historical monuments - in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the interpretative frame of the state-approved history curriculum; the onerous institutional constraints under which school teachers must labour; the unusual constellation of talents history teachers must possess; the frequent absence of marginalized voices in these conversations; and (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  10. Formal criteria for the concept of human flourishing: the first step in defending flourishing as an ideal aim of education.Lynne S. Wolbert, Doret J. de Ruyter & Anders Schinkel - 2015 - Ethics and Education 10 (1):118-129.
    Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  11.  33
    Education as Mediation Between Child and World: The Role of Wonder.Anders Schinkel - 2019 - Studies in Philosophy and Education 39 (5):479-492.
    Education as a deliberate activity and purposive process necessarily involves mediation, in the sense that the educator mediates between the child and the world. This can take different forms: the educator may function as a guide who initiates children into particular practices and domains and their modes of thinking and perceiving; or act as a filter, selecting what of the world the child encounters and how; or meet the child as representative of the adult world. I look at these types (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  12.  44
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  13. Causal and Moral Responsibility of Individuals for (the Harmful Consequences of) Climate Change.Anders Schinkel - 2011 - Ethics, Policy and Environment 14 (1):35-37.
    John Nolt's purpose in this paper is to criticise the assumption, often made but seldom supported with evidence, that ‘the consequences of a single individual's greenhouse gas emissions are negligi...
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  14. Martha Nussbaum on animal rights.Anders Schinkel - 2008 - Ethics and the Environment 13 (1):pp. 41-69.
    There is quite a long-standing tradition according to which the morally proper treatment of animals does not rely on what we owe them, but on our benevolence. Nussbaum wishes to go beyond this tradition, because in her view we are dealing with issues of justice. Her capabilities approach secures basic entitlements for animals, on the basis of their fundamental capacities. At the same time Nussbaum wishes to retain the possibility of certain human uses of animals, and to see them as (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  15.  19
    Compulsory autonomy‐promoting education.Anders Schinkel - 2010 - Educational Theory 60 (1):97-116.
    Today, many liberal philosophers of education worry that certain kinds of education may frustrate the development of personal autonomy, with negative consequences for the individuals concerned, the liberal state, or both. Autonomy liberals hold not only that we should promote the development of autonomy in children, but also that this aim should be compulsory for all schools, private or public, religious or nonreligious. In this article, Anders Schinkel provides a systematic overview, categorization, and analysis of liberal arguments for compulsory autonomy‐promoting (...)
    Direct download  
     
    Export citation  
     
    Bookmark   5 citations  
  16.  16
    Wonder and education: on the educational importance of contemplative wonder.Anders Schinkel - 2020 - New York, NY: Bloomsbury Academic.
    Wonder is commonly perceived as akin to curiosity, as stimulating inquiry, and as something that enhances pleasure in learning, but there are many experiences of wonder that have a less obvious place in education. In Wonder and Education, Anders Schinkel theorises a kind of wonder which he calls 'contemplative wonder'. Contemplative wonder opens up space for the consideration of (radical) alternatives wherever it occurs, and in many cases is linked with deep experiences of value; therefore, it is not just important (...)
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  17.  52
    Education and Life's Meaning.Anders Schinkel, Doret J. de Ruyter & Aharon Aviram - 2016 - Journal of Philosophy of Education 50 (3):398-418.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  18. Huck Finn, Moral Language and Moral Education.Anders Schinkel - 2011 - Journal of Philosophy of Education 45 (3):511-525.
    The aim of this article is twofold. Against the traditional interpretation of ‘the conscience of Huckleberry Finn’ (for which Jonathan Bennett's article with this title is the locus classicus) as a conflict between conscience and sympathy, I propose a new interpretation of Huck's inner conflict, in terms of Huck's mastery of (the) moral language and its integration with his moral feelings. The second aim is to show how this interpretation can provide insight into a particular aspect of moral education: learning (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  19.  11
    Wondering Animals: Reflections on Human Exceptionality.Anders Schinkel - 2024 - Studia Philosophica Wratislaviensia 18 (4):109-128.
    Both historically and in common human practices, attitudes, and beliefs, a sense of human exceptionality in comparison with other animals undergirds normative anthropocentrism, i.e. prioritization of human interests. The question I wish to address in this article is whether we can use a particular element of the cognitive apparatus or toolkit that supposedly makes us special, namely our s e n s e of wonder, to decenter us. Several authors have argued that when we view other beings or the natural (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  20.  79
    Justifying compulsory environmental education in liberal democracies.Anders Schinkel - 2009 - Journal of Philosophy of Education 43 (4):507-526.
    The need for education for (as opposed to about) sustainability is urged from many sides. Initiatives in this area tend to focus on formal education. Governmental, supra-governmental and non-governmental bodies all expect much of this kind of education, which is to transform children—and through them society—in the direction of sustainability. Due to the combination of great transformative expectations or ambitions and a focus on schooling (the idea of) compulsory environmental education poses potentially severe problems for governments committed to liberal principles, (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  21.  79
    The Problem of Moral Luck: An Argument Against its Epistemic Reduction.Anders Schinkel - 2009 - Ethical Theory and Moral Practice 12 (3):267-277.
    Whom I call ‘epistemic reductionists’ in this article are critics of the notion of ‘moral luck’ that maintain that all supposed cases of moral luck are illusory; they are in fact cases of what I describe as a special form of epistemic luck, the only difference lying in what we get to know about someone, rather than in what (s)he deserves in terms of praise or blame. I argue that epistemic reductionists are mistaken. They implausibly separate judgements of character from (...)
    Direct download (9 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  22.  35
    Beeldenstormers hebben gelijk.Anders Schinkel & Michael S. Merry - 2020 - Sociale Vraagstukken 1.
    In het spoor van de moord op George Floyd door een politieagent in Minneapolis, vinden er wereldwijd ‘Black Lives Matter’ protesten plaats. De beeldenstorm in ons land sluit hierbij aan. Acties van fanatici, of hebben ze een punt dat we liever niet onder ogen zien? Beelden van dubieuze nationale helden horen in museum thuis, niet op straat.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  23. Internationale vergelijkingen kunnen op verschillende manieren ook problematisch zijn.Michael Merry & Anders Schinkel - 2022 - Knack.
    Internationale vergelijkingen vormen een waardvolle bron van inzicht bij het analyseren van maatschappelijke problemen en het beoordelen van beleidsmatige antwoorden op die problemen. Vergelijkend onderzoek levert vaak interessante of nuttige informatie op doordat er verschillen én overeenkomsten worden geconstrueerd, bijvoorbeeld: hoe ‘leefbaar’ is Toronto vergeleken met Berlijn? Zelfs wanneer de definities verschillen en de gebruikte meeteenheden enigszins onnauwkeurig kunnen zijn – bijvoorbeeld “leefbaar voor wie en ten opzichte van wat?” – zijn vergelijkingen leerrijk en aanleiding voor verdere reflectie. Maar internationale (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  24.  40
    Does Dyadic Gratitude Make Sense? The Lived Experience and Conceptual Delineation of Gratitude in Absence of a Benefactor.Nick Hebbink, Anders Schinkel & Doret de Ruyter - forthcoming - Journal of Value Inquiry:1-20.
    In this paper we defend the idea that dyadic gratitude — i.e. gratitude in absence of a benefactor — is a coherent concept. Some authors claim that ‘gratitude’ is by definition a triadic concept involving a beneficiary who is grateful for a benefit to a benefactor. These authors state that people who use the term gratitude in absence of a benefactor do so inappropriately, e.g. by using it as an interchangeable term for ‘appreciation’ or ‘being glad’. We believe that the (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  25.  26
    Geweten als ervaring, symbool en concept.Anders Schinkel - 2017 - Algemeen Nederlands Tijdschrift voor Wijsbegeerte 109 (3):289-308.
    Conscience as experience, symbol and concept For most of the recorded history of the Western world, conscience was experienced and conceptualized as, if not a divine phenomenon in itself, then at least a point of contact with the divine, with absolute moral truth. Its respected status still shows in the legal provisions made for conscientious objections. Over time, however, conscience underwent a devaluation, until in the twentieth century the concept had largely disappeared from philosophical ethics as well as mainstream psychology. (...)
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  26.  56
    Neera K. Badhwar, Well-Being: Happiness in a Worthwhile Life: Oxford University Press, Oxford, 2014 € 55.95.Anders Schinkel - 2015 - Ethical Theory and Moral Practice 18 (4):883-886.
    It is safe to say that in recent years there has been no dearth of publications on well-being, happiness, and human flourishing. That is true even if we disregard the psychological literature, and focus on philosophy. In 2014 alone, at least two other books have appeared with a similar purpose and purview as Badhwar’s: Paul Bloomfield’s The Virtues of Happiness and Lorraine Besser-Jones’ Eudaimonic Ethics: The Philosophy and Psychology of Living Well . The renaissance of virtue ethics, in particular the (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  27. Niet mijn fout? Klimaatverandering en de morele verantwoordelijkheid van individuen.Anders Schinkel - 2010 - Filosofie En Praktijk 31 (4):22.
    No categories
     
    Export citation  
     
    Bookmark  
  28.  12
    Liberal Democratic Education: A Paradigm in Crisis.Julian Culp, Johannes Drerup, Isolde de Groot, Anders Schinkel & Douglas Yacek (eds.) - 2022 - Brill Mentis.
    It has often been noted that liberal democracies are facing a serious political crisis. A common reaction to this situation is to call for more comprehensive or more effective liberal democratic education. This volume discusses some of the most important challenges to and critiques of the paradigm of liberal democratic education. In doing so, it offers novel insights into how liberal democratic education can be amended, extended or qualified to address the special challenges of the current political moment.
    Direct download  
     
    Export citation  
     
    Bookmark  
  29.  53
    (1 other version)On the Relations Between Parents' Ideals and Children's Autonomy.Doret J. de Ruyter & Anders Schinkel - 2013 - Educational Theory 63 (4):369-388.
    In this article Doret J. de Ruyter and Anders Schinkel argue that parents' ideals can enhance children's autonomy, but that they may also have a detrimental effect on the development of children's autonomy. After describing the concept of ideals and elucidating a systems theoretical conception of autonomy, de Ruyter and Schinkel explore the ways in which the ideals of parents may play a role in the development of their children's autonomy. They show that abstract and complex ideals of parents (be (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  30.  41
    History and historiography in process.Anders Schinkel - 2004 - History and Theory 43 (1):39–56.
    Although in philosophical dictionaries and the like, Alfred North Whitehead is often praised as one of the most original thinkers of the twentieth century, his work has been virtually ignored. The articles and books that are concerned with Whitehead’s philosophy, with the exception of the work of Dale H. Porter, hardly ever mention the relevance that it has for the philosophy of history and for historiography. I intend to demonstrate this relevance in this article. For this purpose, I will explore (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  31.  49
    Imagination as a category of history: An essay concerning Koselleck's concepts of.Anders Schinkel - 2005 - History and Theory 44 (1):42-54.
    Reinhart Koselleck is an important thinker in part for his attempt to interpret the cultural changes resulting in our modern cultural outlook in terms of the historical categories of experience and expectation. In so doing he tried to pay equal attention to the static and the changing in history. This article argues that Koselleck’s use of “experience” and “expectation” confuses their metahistorical and historical meaning, with the result that his account fails to do justice to the static, to continuity in (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  32.  73
    The Object of History.Anders Schinkel - 2006 - Essays in Philosophy 7 (2):13.
    The phrase ‘the object of history’ may mean all sorts of things. In this article, a distinction is made between object1, the object of study for historians, and object2, the goal or purpose of the study of history. Within object2, a distinction is made between a goal intrinsic to the study of history and an extrinsic goal, the latter being what the study of history should contribute to society. The main point of the article, which is illustrated by a discussion (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark  
  33. Wonder, education, and human flourishing: theoretical, empirical, and practical perspectives.Anders Schinkel & Vasco D'Agnese (eds.) - 2020 - Amsterdam, The Netherlands: VU University Press.
    The premise that underlies this volume is that there are strong interconnections between wonder, education and human flourishing. And more specifically, that wonder can make a significant difference to how well one's education progresses and how well one's life goes. The contributors to this volume--both senior, well-known and beginning researchers and students of wonder--variously explore aspects of these connections from philosophical, empirical, theoretical and practical perspectives. The three chapters that comprise Part I of the book are devoted to the importance (...)
    No categories
     
    Export citation  
     
    Bookmark  
  34. Filial Obligations: A Contextual, Pluralist Model. [REVIEW]Anders Schinkel - 2012 - The Journal of Ethics 16 (4):395-420.
    In this article I investigate the nature and extent of filial obligations. The question what (adult) children owe their parents is not only philosophically interesting, but also of increasing relevance in ageing societies. Its answer matters to elderly people and their adult children, and is relevant to social policy issues in various ways. I present the strongest arguments for and against three models of filial obligations: the ‘past parental sacrifices’ model, the ‘special relationship’ model, and the conventionalist model. There is (...)
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   9 citations