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Jan Steutel [17]Jan W. Steutel [6]
  1. Virtue ethics and moral education.David Carr & Jan Steutel (eds.) - 1999 - New York: Routledge.
    This book takes a major step in the philosophy of education by moving back past the Enlightenment and reinstating Aristotelian Virtue at the heart of moral education.
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  2. PART 4 107 Weakness and integrity 8 Moral growth and the unity of the virtues 109.Bonnie Kent, Jan Steutel, David Carr, John Haldane, Paul Crittenden, Eamonn Callan, Joel J. Kupperman, Ben Spiecker & Kenneth A. Strike - 1999 - In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge.
     
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  3. Virtue Ethics and Moral Education.David Carr & Jan Steutel - 2001 - Philosophical Quarterly 51 (204):411-414.
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  4. Cultivating sentimental dispositions through aristotelian habituation.Jan Steutel & Ben Spiecker - 2004 - Journal of Philosophy of Education 38 (4):531–549.
    The beliefs both that sentimental education is a vital part of moral education and that habituation is a vital part of sentimental education can be counted as being at the ‘hard core’ of the Aristotelian tradition of moral thought and action. On the basis of an explanation of the defining characteristics of Aristotelian habituation, this paper explores how and why habituation may be an effective way of cultivating the sentimental dispositions that are constitutive of the moral virtues. Taking Aristotle’s explicit (...)
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  5.  37
    What Should be the Moral Aims of Compulsory Sex Education?Jan Steutel & Doret J. de Ruyter - 2011 - British Journal of Educational Studies 59 (1):75-86.
    With reference to the unsuccessful attempt of the Labour Government to make sex education a statutory part of the National Curriculum, this paper argues in favour of making liberal sex education compulsory at all state schools. First, the main characteristics of a liberal sex education are briefly explained. Promoting the virtue of respect for every adults right of sexual self-determination is presented as one of its central aims. Then the paper shows that state enforcement of liberal sex education is justifiable (...)
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  6.  53
    The virtue approach to moral education: Some conceptual clarifications.Jan W. Steutel - 1997 - Journal of Philosophy of Education 31 (3):395–407.
    There is a lot of talking and writing on virtues and education nowadays. In spite of this, a clear and convincing account of the defining characteristics of the virtue approach to moral education is still lacking. This paper suggests and discusses three different definitions of such an approach. With reference to each definition it is examined whether the virtue approach can be distinguished from other main perspectives on moral education, in particular from the so-called cognitive-developmental approach (including the just community (...)
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  7.  6
    The Virtue Approach to Moral Education: Some Conceptual Clarifications.Jan W. Steutel - 1997 - Journal of Philosophy of Education 31 (3):395-407.
    There is a lot of talking and writing on virtues and education nowadays. In spite of this, a clear and convincing account of the defining characteristics of the virtue approach to moral education is still lacking. This paper suggests and discusses three different definitions of such an approach. With reference to each definition it is examined whether the virtue approach can be distinguished from other main perspectives on moral education, in particular from the so-called cognitive-developmental approach (including the just community (...)
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  8. Virtue ethics and the virtue approach to moral education.Jan Steutel & David Carr - 1999 - In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. pp. 3--18.
     
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  9.  37
    The promotion of moral ideals in schools; what the state may or may not demand.Doret J. de Ruyter & Jan W. Steutel - 2013 - Journal of Moral Education 42 (2):177-192.
    The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...)
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  10.  42
    Family education, state intervention and political liberalism.Jan Steutel & Ben Spiecker - 1999 - Journal of Philosophy of Education 33 (3):371–386.
    This paper tries, from the perspective of political liberalism, to answer the question whether parents can fail in the moral upbringing of their children to the extent that the state has the right to intervene or to override their legal authority over their children. It is argued that state intervention must meet the liberal criterion of justificatory neutrality, and, on the basis of a discussion of the notion of ‘reasonable citizens’, that only serious parental failure to inculcate basic rules can (...)
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  11.  13
    Family Education, State Intervention and Political Liberalism.Jan Steutel & Ben Spiecker - 1999 - Journal of Philosophy of Education 33 (3):371-386.
    This paper tries, from the perspective of political liberalism, to answer the question whether parents can fail in the moral upbringing of their children to the extent that the state has the right to intervene or to override their legal authority over their children. It is argued that state intervention must meet the liberal criterion of justificatory neutrality, and, on the basis of a discussion of the notion of ‘reasonable citizens’, that only serious parental failure to inculcate basic rules can (...)
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  12. The virtues of will-power: self-control and deliberation.Jan Steutel - 1999 - In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. pp. 129--142.
     
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  13. Moral education.David Carr & Jan Steutel - 1999 - In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. pp. 241.
     
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  14.  77
    Moral identity and education in a multicultural society.Ben Spiecker & Jan Steutel - 1996 - Studies in Philosophy and Education 15 (1):159-165.
    In answering the question, “Which moral identity has to be developed in a multicultural society?” we draw a distinction between public and non-public identities of persons. On our view, a liberal democracy is characterized by a specific conception of these two central components of moral identity. In section 2, we concentrate on the public identity, while, in section 3, the nonpublic identity is the centre of interest. In explaining these main components of moral identity, we will appeal to those aspects (...)
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  15.  23
    Forms of reflection on central educational concepts.Jan W. Steutel - 1988 - Journal of Philosophy of Education 22 (2):163–171.
    Jan W Steutel; Forms of Reflection on Central Educational Concepts, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 163–171, https://.
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  16.  7
    Forms of Reflection on Central Educational Concepts.Jan W. Steutel - 1988 - Journal of Philosophy of Education 22 (2):163-171.
    Jan W Steutel; Forms of Reflection on Central Educational Concepts, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 163–171, https://.
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  17.  74
    Rational Passions and Intellectual Virtues, A Conceptual Analysis.Jan Steutel & Ben Speicker - 1997 - Studies in Philosophy and Education 16 (1/2):59-71.
    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 (...)
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  18. A Moral‐Philosophical Perspective on Paedophilia and Incest.Ben Spiecker & Jan Steutel - 2000 - Educational Philosophy and Theory 32 (3):283–291.
  19. Pointers, problems and prospects.David Carr & Jan Steutel - 1999 - In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. pp. 247.
     
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  20.  55
    Is a traumatic childhood just another abuse excuse?Ben Spiecker & Jan Steutel - 2003 - Educational Philosophy and Theory 35 (4):441–450.
  21. A teleological justification1.Jan W. Steutel - 1998 - In David Carr (ed.), Education, Knowledge, and Truth: Beyond the Postmodern Impasse. Routledge. pp. 129.
     
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  22. Gewoontevorming, emoties en morele opvoeding.Jan Steutel & Ben Spiecker - 2001 - Algemeen Nederlands Tijdschrift voor Wijsbegeerte 93 (1):3-15.
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  23. Liberalism and critical thinking.Jan Steutel & B. Spiecker - 1999 - In Roger Marples (ed.), The Aims of Education. Routledge. pp. 61--73.
     
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