Stefaan E. Cuypers

Harry Frankfurt is one of the leading contemporary analytical philosophers. His research interests are mainly free will and moral responsibility, as well as moral psychology and ethics in general. He is the author of Demons, Dreamers, and Madmen: The Defense of Reason in Descartes’s Meditations — published in 1970 with a French translation in 1989 — and numerous scholarly articles on Descartes’s philosophy. He is the editor of Leibniz: A Collection of Critical Essays which appeared in 1972 . His most important book until now is The Importance of What We Care About published in 1988 and a new work, provisionally entitled Necessity, Volition, and Love is forthcoming later in 1998

We have conflicting pre-philosophical intuitions about what it means ‘to be true to ourselves.’ On the one hand, autonomy and authenticity seem closely connected to the lucidity of reflectiveness; on the other, they seem tightly interwoven with the immediacy of unreflectiveness. As opposed to a ‘Platonic’ intuition about the inferiority of the unexamined life, we have an equally strong ‘Nietzschean’ intuition about the corrosiveness of the examined life. Broadly speaking, the first intuition is more akin to the tradition of the Enlightenment, and the second, more to that of Romanticism; the one is reminiscent of Descartes and Hume, the other of Rousseau and Herder.The use of the technical term ‘autonomy’ and the concomitant term ‘self’ is primarily limited to philosophy, while in daily life ‘freedom’ and ‘person,’ respectively, are used instead. Unfortunately, in their deployment of these technical terms philosophers have generally failed to acknowledge the two modes of ‘being true to ourselves’ associated with the Enlightenment and Romanticism, for they usually employ the concept of autonomy in a unitary way.

In the second half of the twentieth century, two persons had an enormous impact on one branch of philosophy: that branch was the philosophy of education, and these persons were R.S. Peters and I. Scheffler, the founding fathers of the analytic approach in this philosophical subdiscipline. This chapter, first, introduces and contextualizes the analytic school of thought in the philosophy of education. Preliminary, the identity of analytic philosophy as such is outlined. The focus is primarily on showing how analytic philosophy of education is actually done, and not so much on enumerating theories or dropping names A companion to the philosophy of education. Blackwell, Oxford, 2003] already gave an informative catalog). Next, as an example of the analytic approach, the chapter details conceptions of liberal education and delineates justifications of its value.

abstract An appeal to children's authenticity is widespread in major debates in the philosophy of education. However, no evident uniform conception of authenticity informs the dialectic. We begin with examples that confirm this multiplicity. We then uncover a common strand that unifies these seemingly differing conceptions: authenticity is exemplified by motivational elements, such as the agent's desires, when these elements are, in a manner to be explicated, ‘truly the agent's own’. It is this view of authenticity that is the mainstay of a predicament in the philosophy of education: if education entails intentional instilment of certain motivational elements in the child but such intentional moulding, in the absence of the agent's consent, is generally incompatible with authenticity, how is an authentic education possible? We respond by developing a relational account of authenticity that denies that motivational elements are authentic in their own right; they are authentic only relative to ensuring certain ends.

This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical reason as normatively and motivationally robust. Yet this Kantian conception openly conflicts with Siegel’s own two-component theory of critical thinking, which on close inspection turns out to be a version of the Humean conception of instrumental practical reason as normatively and motivationally powerless. It is concluded that Siegel cannot have it both ways: he cannot appeal both to means-end and to robust rationality. Siegel’s Kantian justification of the critical thinking educational ideal is, therefore, found wanting in terms of his own Humean premises.

We haveconflictingpre-philosophical intuitions about what it means ‘to be true to ourselves.’ On the one hand, autonomy and authenticity seem closely connected to the lucidity of reflectiveness; on the other, they seem tightly interwoven with the immediacy of unreflectiveness. As opposed to a ‘Platonic’ intuition about the inferiority of the unexamined life, we have an equally strong ‘Nietzschean’ intuition about the corrosiveness of the examined life. Broadly speaking, the first intuition is more akin to the tradition of the Enlightenment, and the second, more to that of Romanticism; the one is reminiscent of Descartes and Hume, the other of Rousseau and Herder.The use of the technical term ‘autonomy’ and the concomitant term ‘self’ is primarily limited to philosophy, while in daily life ‘freedom’ and ‘person,’ respectively, are used instead. Unfortunately, in their deployment of these technical terms philosophers have generally failed to acknowledge the two modes of ‘being true to ourselves’ associated with the Enlightenment and Romanticism, for they usually employ the concept of autonomy in a unitary way.