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Author: Ishtiyaque Haji
Publisher: Routledge
ISBN: 1135924716
Category : Education
Languages : en
Pages : 437
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Book Description
The primary purpose of this book is to explain the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation. Both are elucidated by an appeal to common ground, an account of when our motivations and other springs of action are "truly our own" or "authentic." The book progresses from analyses of the sort of agency that responsibility requires and the authenticity of our motivations, together with a discussion of the relevance of these analyses to manipulation and related problems in the philosophy of education, to a defense of the thesis that responsibility from love's standpoint is of vital significance, and the implications of this thesis for what the authors deem to be legitimate goals of education and other issues in free will. Philosophers and advanced students working in free will, moral psychology, and the philosophy of education will find this text to be extremely useful.
Author: Ishtiyaque Haji
Publisher: Routledge
ISBN: 1135924716
Category : Education
Languages : en
Pages : 437
Get Book Here
Book Description
The primary purpose of this book is to explain the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation. Both are elucidated by an appeal to common ground, an account of when our motivations and other springs of action are "truly our own" or "authentic." The book progresses from analyses of the sort of agency that responsibility requires and the authenticity of our motivations, together with a discussion of the relevance of these analyses to manipulation and related problems in the philosophy of education, to a defense of the thesis that responsibility from love's standpoint is of vital significance, and the implications of this thesis for what the authors deem to be legitimate goals of education and other issues in free will. Philosophers and advanced students working in free will, moral psychology, and the philosophy of education will find this text to be extremely useful.
Author: Ishtiyaque Haji
Publisher:
ISBN: 9780415541756
Category : Education
Languages : en
Pages : 246
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Book Description
The primary purpose of this book is to explain the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation. Both are elucidated by an appeal to common ground, an account of when our motivations and other springs of action are "truly our own" or "authentic." The book progresses from analyses of the sort of agency that responsibility requires and the authenticity of our motivations, together with a discussion of the relevance of these analyses to manipulation and related problems in the philosophy of education, to a defense of the thesis that responsibility from love's standpoint is of vital significance, and the implications of this thesis for what the authors deem to be legitimate goals of education and other issues in free will. Philosophers and advanced students working in free will, moral psychology, and the philosophy of education will find this text to be extremely useful.
Author: Andrei Buckareff
Publisher: Springer
ISBN: 1137414952
Category : Philosophy
Languages : en
Pages : 297
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Book Description
In recent years there has been a resurgence of interest in problems related to human agency and responsibility by philosophers and researchers in cognate disciplines. The present volume brings together original contributions by leading specialists working in this vital field of philosophical inquiry. The contents represent the state of the art of philosophical research on intentional agency, free will, and moral responsibility. The volume begins with chapters on the metaphysics of agency and moves to chapters examining various problems of luck. The final two sections have a normative focus, with the first of the two containing chapters examining issues related to responsible agency and blame and the chapters in the final section examine responsibility and relationships. This book will be of interest to researchers and students interested in both metaphysical and normative issues related to human agency.
Author:
Publisher: BRILL
ISBN: 9004465006
Category : Education
Languages : en
Pages : 357
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Book Description
Good Teachers for Tomorrow’s Schools explores purpose of education, values in education and talents in education to map foundational, pedagogical and practical aspects of good teaching. It provides valuable research-based perspectives for scholars, teacher candidates, teacher educators and professional teachers.
Author: Harvey Siegel
Publisher: Oxford University Press
ISBN: 0199718490
Category : Philosophy
Languages : en
Pages : 563
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Book Description
Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to key issues in the field, to further the philosophical pursuit of those issues, and to bring philosophy of education back into closer contact with general philosophy. Distinguished philosophers and philosophers of education, most of whom have made important contributions to core areas of philosophy, turn their attention in these 28 essays to a broad range of philosophical questions concerning education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains in original and fruitful ways. Together their authors constitute a new wave of general philosophers taking up fundamental philosophical questions about education--the first such cohort of outstanding general philosophers to do so (in English) in a generation.
Author: Justin Caouette
Publisher: Cambridge Scholars Publishing
ISBN: 1443853232
Category : Philosophy
Languages : en
Pages : 280
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Book Description
Determinism is, roughly, the thesis that facts about the past and the laws of nature entail all truths. A venerable, age-old dilemma concerning responsibility distils to this: if either determinism is true or it is not true, we lack “responsibility-grounding” control. Either determinism is true or it is not true. So, we lack responsibility-grounding control. Deprived of such control, no one is ever morally responsible for anything. A number of the freshly-minted essays in this collection address aspects of this dilemma. Responding to the horn that determinism undermines the freedom that responsibility (or moral obligation) requires, the freedom to do otherwise, some papers in this collection debate the merits of Frankfurt-style examples that purport to show that one can be responsible despite lacking alternatives. Responding to the horn that indeterminism implies luck or randomness, other papers discuss the strengths or shortcomings of libertarian free will or control. Also included in this collection are essays on the freedom requirements of moral obligation, forgiveness and free will, a “desert-free” conception of free will, and vicarious legal and moral responsibility. The authors of the essays in this volume are philosophers who have made significant contributions to debates in free will, moral responsibility, moral obligation, the reactive attitudes, philosophy of action, and philosophical psychology, and include John Martin Fischer, Robert Kane, Michael McKenna, Alfred Mele, and Derk Pereboom.
Author: Daniel Cohen
Publisher: Cambridge Scholars Publishing
ISBN: 1443810762
Category : Philosophy
Languages : en
Pages : 280
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Book Description
The problem of free will has fascinated philosophers since ancient times: Do we have free will, or at least the kind of free will that seems necessary for moral responsibility? Does determinism – the idea that everything that happens is necessitated to happen, given the past and the laws of nature – threaten the commonly held assumption that we are indeed free and morally responsible? Although these questions have been widely discussed in the past, the present volume offers a variety of new perspectives from philosophers who have made significant contributions to this debate over recent years, including Derk Pereboom, Robert Kane, Ishtiyaque Haji, Michael McKenna, John Martin Fischer, David Widerker and Saul Smilansky. The emphasis in these essays is not merely on free will, but on allied notions such as moral responsibility, moral obligation, fairness and meaningfulness, and on whether any room can be made for these notions in a deterministic or an indeterministic universe.
Author: Harvey Siegel
Publisher: Oxford University Press, USA
ISBN: 0195312880
Category : Education
Languages : en
Pages : 563
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Book Description
A general introduction to key issues in the philosophy of education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains.
Author: Marcel van Ackeren
Publisher: Routledge
ISBN: 1317581296
Category : Philosophy
Languages : en
Pages : 310
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Book Description
This volume responds to the growing interest in finding explanations for why moral claims may lose their validity based on what they ask of their addressees. Two main ideas relate to that question: the moral demandingness objection and the principle "ought implies can." Though both of these ideas can be understood to provide an answer to the same question, they have usually been discussed separately in the philosophical literature. The aim of this collection is to provide a focused and comprehensive discussion of these two ideas and the ways in which they relate to one another, and to take a closer look at the consequences for the limits of moral normativity in general. Chapters engage with contemporary discussions surrounding "ought implies can" as well as current debates on moral demandingness, and argue that applying the moral demandingness objection to the entire range of normative ethical theories also calls for an analysis of its (metaethical) presuppositions. The contributions to this volume are at the leading edge of ethical theory, and have implications for moral theorists, philosophers of action, and those working in metaethics, theoretical ethics and applied ethics.
Author: Johan Dahlbeck
Publisher: Routledge
ISBN: 042994232X
Category : Education
Languages : en
Pages : 225
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Book Description
Education and Free Will critically assesses and makes use of Spinoza’s insights on human freedom to construe an account of education that is compatible with causal determinism without sacrificing the educational goal of increasing students’ autonomy and self-determination. Offering a thorough investigation into the philosophical position of causal determinism, Dahlbeck discusses Spinoza’s view of self-determination and presents his own suggestions for an education for autonomy from a causal determinist point of view. The book begins by outlining the free will problem in education, before expanding on a philosophical understanding of autonomy and how it is seen as an educational ideal. It considers Spinoza’s determinism and discusses his denial of moral responsibility. Later chapters consider the relationship between causal determinism and autonomy, the educational implications of understanding free will and how free will can be utilised as a valuable fiction in education. This book will be of great interest to academics and postgraduate students in the field of education, especially those with an interest in moral education and philosophy of education. It will also be of interest to those in the fields of philosophy and psychology and specifically those focusing on the free will problem, on Spinoza studies, and on the relation between moral psychology and external influence.
