James Croft

In this dissertation I offer a justification of the claim that the development of those faculties necessary for autonomy should be a primary goal of public education, available to all children. To do this I 1) place autonomy into the framework of Capability Theory, showing why autonomy is essential to a full concept of human freedom, cleaning up some rough edges in the Capability Theory literature in the process; 2) demonstrate how thinking of freedom in terms of Capability Theory elucidates perennial questions and debates in the Philosophy of Education literature concerning autonomy; and 3) dig deeper into what educating for autonomy in terms of Capability Theory might look like through an analysis of rigor. The questions which will guide my research are as follows: 1. What is "autonomy", and why is it a valuable goal to pursue in education? 2. Why must the state ensure that every child have the opportunity to become autonomous? 3. How can autonomy be developed, through schooling and through life?

Humanism, in contrast to traditional religions, often seems to find it difficult to generate moral energy and motivation in adherents. How will Humanists generate sufficient “moral energy” to achieve our societal aims? I argue that Humanism has within it sufficient resources to motivate Humanists to high levels of moral action. I suggest that we must listen to the voice of Robert Ingersoll, learning how to appeal to the emotions and to the full range of “moral tastes” human beings are sensitive to. We should also remember the vision of Felix Adler as we build moral communities and foster moral leadership.