•  5
    Vulnerability and Autonomy – Children and Adults
    Ethics and Social Welfare 13 (3): 216-229. 2019.
  •  12
    Should children have a right to vote? Political initiation and the status of childhood
    Archiv Fuer Rechts Und Sozialphilosphie 103 (4): 456-469. 2017.
  •  6
    Educational justice: equality versus adequacy
    In Michael A. Peters (ed.), Encyclopaedia of Educational Philosophy and Theory, Springer Singapore. pp. 1-5. 2018.
  •  6
    Educational justice, segregated schooling and vocational education
    Theory and Research in Education 15 (1). 2017.
    The philosophical debate on educational justice currently focusses on the Anglo-American situation. This essay brings in an additional perspective. It provides a justice-oriented critique of the segregated education systems in German-speaking countries. First, arguments that are commonly put forward in favour of these systems are rejected. Second, an additional argument against early tracking in education is formulated. It is claimed that segregated education systems tend to undermine children’s…Read more
  •  120
    Kant's Account of Moral Education
    Educational Philosophy and Theory 44 (7): 775-786. 2012.
    While Kant's pedagogical lectures present an account of moral education, his theory of freedom and morality seems to leave no room for the possibility of an education for freedom and morality. In this paper, it is first shown that Kant's moral philosophy and his educational philosophy are developed within different theoretical paradigms: whereas the former is situated within a transcendentalist framework, the latter relies on a teleological notion of human nature. The second part of this paper d…Read more
  •  56
    Respect in Education
    Journal of Philosophy of Education 46 (1): 100-112. 2012.
    This article discusses the educational significance of the moral demand for respect. In Ethics and Education, Richard Peters presents a conception of educational respect that was recently taken up by Krassimir Stojanov. This article responds to both Peters' and Stojanov's contributions and proposes another understanding of educational respect: to respect children is to treat them in a way that enables them to see themselves as persons endowed with dignity; that is, as having the equal standing t…Read more
  •  3
    Adipositas bei Kindern: Elterliche Rechte, Paternalismus und Gerechtigkeit
    Zeitschrift Für Praktische Philosophie 2 (1): 59-88. 2015.
    Am Beispiel von Adipositas werden in diesem Beitrag die Konflikte diskutiert, die zwischen elterlichen Rechten und den aus Gerechtigkeitserwägungen erwachsenden Ansprüchen von Kindern entstehen können. Es wird angenommen, dass Kinder Anspruch auf Gesundheit haben, und dass Adipositas sie in ihrer Gesundheit gefährdet. Die Frage lautet, was zu tun ist, wenn das Handeln der Eltern die Entstehung von Adipositas begünstigt. Es werden drei verschiedene Konzeptionen elterlicher Rechte diskutiert. Nach…Read more
  •  372
    Free Will and Education
    Philosophy of Education 44 (4): 515-528. 2010.
    It is commonly assumed that to educate means to control or guide a person's acting and development. On the other hand, it is often presupposed that the addressees of education must be seen as being endowed with free will. The question raised in this paper is whether these two assumptions are compatible. It might seem that if the learner is free in her will, she cannot be educated; however, if she is successfully educated, then it is doubtful whether she can be seen as free. Inspired by the curre…Read more
  •  13
    The special goods of childhood: lessons from social constructionism
    Ethics and Education 12 (2): 201-217. 2017.
    To what extent does the common claim that childhood is ‘socially constructed’ affect the ethical debate on the ‘intrinsic’ and ‘special’ goods of childhood? Philosophers have referred to this kind of goods in their critique of overly adult-centred and future-oriented conceptions of childhood. The view that some goods are child-specific, in the sense that they are only good for children, not for adults, seems to presuppose an understanding of what children ‘are’, and how they differ from adults. …Read more
  •  381
    Education, Fair Competition, and Concern for the Worst Off
    Educational Theory 61 (1): 41-54. 2011.
    In this essay, Johannes Giesinger comments on the current philosophical debate on educational justice. He observes that while authors like Elizabeth Anderson and Debra Satz develop a so-called adequacy view of educational justice, Harry Brighouse and Adam Swift defend an egalitarian principle. Giesinger focuses his analysis on the main objection that is formulated, from an egalitarian perspective, against the adequacy view: that it neglects the problem of securing fair opportunities in the compe…Read more
  •  32
    Kant on Dignity and Education
    Educational Theory 62 (6): 609-620. 2012.
    In this essay, Johannes Giesinger discusses the educational significance of Immanuel Kant's conception of human dignity. According to Kant, Giesinger claims, children can and should be educated for dignity: on the one hand, children realize their dignity by developing the capacity for moral autonomy; on the other hand, this capacity can only evolve if children's sense of their own dignity — that is, their self‐respect — is awakened. Educating children means, for Kant, helping them to develop a p…Read more
  •  353
    Evaluating school choice policies: A response to Harry Brighouse
    Journal of Philosophy of Education 43 (4): 589-596. 2009.
    In his writings on school choice and educational justice, Harry Brighouse presents normative evaluations of various choice systems. This paper responds to Brighouse's claim that it is inadequate to criticise these evaluations with reference to empirical data concerning the effects of school choice.
  •  59
    Matthew Clayton claims that ‘comprehensive enrolment’ – raising one’s children in accordance with one’s own conception of the good – is illegitimate. In his argument against comprehensive enrolment, Clayton refers to Rawls’s idea of public reason. In a recent response to Clayton, Christina Cameron not only rejects Clayton’s conclusions, but also denies that the idea of public reason can be applied to the parent–child relationship. This article responds to both Clayton and Cameron: It is stated, …Read more
  •  7
    Evaluating School Choice Policies: A Response to Harry Brighouse
    Philosophy of Education 43 (4): 589-596. 2009.
    In his writings on school choice and educational justice, Harry Brighouse presents normative evaluations of various choice systems. This paper responds to Brighouse's claim that it is inadequate to criticise these evaluations with reference to empirical data concerning the effects of school choice.