Hume's Dialogues Concerning Natural Religion1 closes with an endorsement of the very position which it has consistently attacked, namely belief in an orderer. Hume's willingness to oppose arguments supporting a position in which he believes means that, despite mounting severe criticisms, he can consistently support a designer as the optimum hypothesis for order in the world. He produced numerous statements of order in the world and then, in Part 12 of the DNR, alleged that persons of understanding would find that (...) belief in a designer follows. (shrink)

Against Bonna Haberman, this article asserts that democratic theory contains diverse models of democracy with markedly different values, visions and experiences of the good life. Education in democratic societies is similarly diverse because of the corresponding difference in values between these models, and in almost all of these cases it is strongly content-based. In one model only, that of the critical citizen of moral democracy, is there any ground for neutrality concerning life choices. All other models are strongly partisan in (...) their visions of the good life. (shrink)

Against Bonna Haberman, this article asserts that democratic theory contains diverse models of democracy with markedly different values, visions and experiences of the good life. Education in democratic societies is similarly diverse because of the corresponding difference in values between these models, and in almost all of these cases it is strongly content-based. In one model only, that of the critical citizen of moral democracy, is there any ground for neutrality concerning life choices. All other models are strongly partisan in (...) their visions of the good life. (shrink)

Pamphilus's neglected role of narrator in Hume's Dialogues Concerning Natural Religion (1779), with its twin themes of piety and world origination, is vital in appreciating the significance of the work. Pamphilus illustrates the stultifying effects of the early inculcation of piety on the creative arguments of natural religion and mirrors the contemporary institutional opposition to Hume. The DNR is not simply a brilliant dissection of divine authorship of morality and creation; it is a model of impiety. Philo's brilliant attack on (...) the morality of the deity, the foundation of piety, and his analysis of divine models of world origination, fails to move the pious Pamphilus who finds for his tutor, Cleanthes, at the conclusion of the debate. (shrink)

This paper proposes a new interpretation of John Stuart Mill's notion of utility, which is used to provide a utilitarian justification for an eclectic, rather than a vocational, education. Vocational education is strongly promoted in recent policy documents, which makes it important to raise the question of justification. Many existing interpretations of Mill's utilitarianism argue for a hierarchy of pleasures. Although this enables one to justify an eclectic education, it is an interpretation that could be dismissed as ‘un-utilitarian’. This paper (...) proposes an alternative interpretation of Mill's notion of utility as a hierarchy of preferences. Our interpretation not only provides grounds for justifying an eclectic or critical education, it is also consistent with utilitarianism as an ethical theory. The paper also shows how the resultant curricula will better support democracy and participation in civil society. (shrink)

This paper proposes a new interpretation of John Stuart Mill’s notion of utility, which is used to provide a utilitarian justification for an eclectic, rather than a vocational, education. Vocational education is strongly promoted in recent policy documents, which makes it important to raise the question of justification. Many existing interpretations of Mill’s utilitarianism argue for a hierarchy of pleasures. Although this enables one to justify an eclectic education, it is an interpretation that could be dismissed as ‘un-utilitarian’. This paper (...) proposes an alternative interpretation of Mill’s notion of utility as a hierarchy of preferences. Our interpretation not only provides grounds for justifying an eclectic or critical education, it is also consistent with utilitarianism as an ethical theory. The paper also shows how the resultant curricula will better support democracy and participation in civil society. (shrink)

James Tarrant; Utilitarianism, Education and the Philosophy of Moral Insignificance, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages.

James Tarrant; Utilitarianism, Education and the Philosophy of Moral Insignificance, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages.