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156Strawson’s Account of Morality and its Implications for Central Themes in ‘Freedom and Resentment’Philosophical Quarterly 74 (2): 504-524. 2024.We argue that P. F. Strawson's hugely influential account of moral responsibility in ‘Freedom and Resentment’ (FR) is inextricably bound up with his barely known account of morality in ‘Social Morality and Individual Ideal’ (SMII). Reading FR through the lens of SMII has at least three far-reaching implications. First, the ethics–morality distinction in SMII gives content to Strawson's famous distinction between personal and moral reactive attitudes, which has often been thought to be a merely f…Read more
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2Kara, odpowiedzialność, wolność – refleksja nad "Freedom and Resentment"Przeglad Filozoficzny - Nowa Seria 387-406. 2019.
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234P.F. Strawson on Punishment and the Hypothesis of Symbolic RetributionPhilosophy (2): 165-190. 2024.Strawson's view on punishment has been either neglected or recoiled from in contemporary scholarship on ‘Freedom and Resentment’ (FR). Strawson's alleged retributivism has made his view suspect and troublesome. In this article, we first argue, against the mainstream, that the punishment passage is an indispensable part of the main argument in FR (section 1) and elucidate in what sense Strawson can be called ‘a retributivist’ (section 2). We then elaborate our own hypothesis of symbolic retributi…Read more
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108International Handbook of Philosophy of Education (edited book)Springer Verlag. 2018.This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a …Read more
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3R. S. PetersBloomsbury Academic. 2013.R.S. Peters is indisputably a major thinker in the philosophy of education and educational theory. Stefaan E. Cuypers and Christopher Martin's volume offers a coherent account of Peters' educational thought. This work is divided into three distinctive parts: 1. Intellectual Biography of R.S. Peters 2. Critical Exposition of R.S. Peters' Educational Thought 3. Reception and Relevance of R.S. Peters' Work.
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14What Wittgenstein would have said about personal autonomyStudies in Philosophy and Education 14 (2-3): 251-265. 1995.
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11Self-identity and Personal Autonomy: An Analytical AnthropologyAshgate Publishing. 2001.We are all persons or selves. But what exactly does it mean that we possess an identity and autonomy as persons or selves? This book explores the related problems of self-identity and personal autonomy within the framework of contemporary analytical anthropology, a blend of analytical philosophy of mind and action with moral psychology. Cuypers critically examines the empiricist bundle theory and metaphysical ego theory of self-identity as well as the hierarchical Frankfurt / Dworkin model of pe…Read more
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6Introduction: Reading R. S. Peters on Education TodayIn Stefaan E. Cuypers & Christopher Martin (eds.), Reading R. S. Peters Today, Wiley‐blackwell. 2011-09-16.This chapter contains sections titled: References.
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4Autonomy in R. S. Peters' Educational TheoryIn Stefaan E. Cuypers & Christopher Martin (eds.), Reading R. S. Peters Today, Wiley‐blackwell. 2011-09-16.This chapter contains sections titled: I The Metaphysics of Autonomy II Freedom, Autonomy and Rationality III The Development of Autonomy IV Autonomy as an Educational Aim V Peters' Legacy on Autonomy Notes References.
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49The relevance of the philosophical ‘mind–body problem’ for the status of psychosomatic medicine: a conceptual analysis of the biopsychosocial modelMedicine, Health Care and Philosophy 17 (2): 201-213. 2014.Psychosomatic medicine, with its prevailing biopsychosocial model, aims to integrate human and exact sciences with their divergent conceptual models. Therefore, its own conceptual foundations, which often remain implicit and unknown, may be critically relevant. We defend the thesis that choosing between different metaphysical views on the ‘mind–body problem’ may have important implications for the conceptual foundations of psychosomatic medicine, and therefore potentially also for its methods, s…Read more
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103The Philosophical "Mind-Body Problem" and Its Relevance for the Relationship Between Psychiatry and the NeurosciencesPerspectives in Biology and Medicine 53 (4): 545-557. 2010.Psychiatry is a discipline on the border between the biomedical sciences on the one hand and the humanities and social sciences (most notably psychology and anthropology) on the other. This unique position undoubtedly contributes to the attractiveness of psychiatry as a medical specialism for many young doctors, but it also causes significant problems. Unlike other medical disciplines, in which the definitions of diseases are based on objective, measurable pathophysiological underpinnings, psych…Read more
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58Introduction: Responsibility for action and beliefPhilosophical Explorations 12 (2). 2009.Research on moral responsibility and the related problem of free will is among the liveliest areas in contemporary analytical philosophy. Traditionally, these problems have been dealt with in conne...
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2La filosofía analítica de lo mentalAnuario Filosófico 28 (2): 455-468. 1995.This article offers a survey of the major developments in the analytic philosophy of mind since 1950, touching on the "naturalistic turn", the mind-body problem, the problem of intentionality (folk psychology) and the problem of [psycho]semanticity.
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6Philosophical Atomism and the Metaphysics of Personal IdentityInternational Philosophical Quarterly 38 (4): 349-368. 1998.
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Davidson En Wittgenstein Over Het Menselijk HandelenDavidson And Wittgenstein On Human ActionBijdragen 53 (3): 291-311. 1992.
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143Hard- and soft-line responses to Pereboom’s four-case manipulation argumentActa Analytica 21 (4). 2006.Derk Pereboom has advanced a four-case manipulation argument that, he claims, undermines both libertarian accounts of free action not committed to agent-causation and compatibilist accounts of such action. The first two cases are meant to be ones in which the key agent is not responsible for his actions owing to his being manipulated. We first consider a “hard-line” response to this argument that denies that the agent is not morally responsible in these cases. We argue that this response invites…Read more
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64Authenticity-sensitive preferentism and educating for well-being and autonomyJournal of Philosophy of Education 42 (1): 85-106. 2008.An overarching aim of education is the promotion of children's personal well-being. Liberal educationalists also support the promotion of children's personal autonomy as a central educational aim. On some views, such as John White's, these two goals—furthering well-being and cultivating autonomy—can come apart. Our primary aim in this paper is to argue for a species of a stronger view: assuming preferentism as our axiology, we suggest that there is an essential association between the autonomy o…Read more
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378Architecture, Ethical Perception, and Educating for Moral ResponsibilityJournal of Aesthetic Education 47 (3): 1-23. 2013.Architecture has a marked influence on ethical perception. Ethical perception, in turn, has a pronounced influence on what we are morally responsible for, our decisions, choices, intentional omissions, and overt actions, for instance. It thus stands to reason that architecture bears saliently on moral responsibility. If we now introduce a widely accepted premise that one of the fundamental aims of education is to see that our children turn into morally responsible agents, we can further infer th…Read more
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28Why Darwinians Should Not Be Afraid of Mary Douglas—And Vice VersaPhilosophy of the Social Sciences 42 (4): 459-488. 2012.Evolutionary psychology and human sociobiology often reject the mere possibility of symbolic causality. Conversely, theories in which symbolic causality plays a central role tend to be both anti-nativist and anti-evolutionary. This article sketches how these apparent scientific rivals can be reconciled in the study of disgust. First, we argue that there are no good philosophical or evolutionary reasons to assume that symbolic causality is impossible. Then, we examine to what extent symbolic caus…Read more
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29The Trouble with Harry: Compatibilist Free Will Internalism and ManipulationJournal of Philosophical Research 29 235-254. 2004.
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7The Curious Sensations of Pain, Hunger and Thirst. Reliabilism in the Second Part of Descartes’ Sixth MeditationRoczniki Filozoficzne 68 (2): 139-154. 2020.Osobliwość takich doznań, jak ból, głód i pragnienie. Reliabilizm w drugiej części szóstej Medytacji Kartezjusza Artykuł omawia epistemiczny status cielesnych doznań takich, jak ból, głód i pragnienia, o których mowa w drugiej części szóstej Medytacji Kartezjusza. Argumentuję, że ów fragment stanowi integralny komponent epistemologicznego programu, który można znaleźć w Medytacjach. Na ogół widzi się Kartezjusza jako zwolennika infallibilizmu, internalizmu oraz fundacjonalizmu. Tymczasem w odnie…Read more
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18The Strawsonian and Ledger conception of moral responsibilityIdeas Y Valores 68 (171): 231-249. 2019.ABSTRACT This paper returns to the very concept of moral responsibility. Its focus is not on the conditions but on the nature of moral responsibility. First, it introduces the Strawsonian and ledger conceptions of moral responsibility. Next, it contrasts and compares these conceptions. Finally, it evaluates both conceptions and asks which is the right one. Though this article works toward further clarifying the concept of moral responsibility, its conclusion is open-ended. RESUMEN El artículo vu…Read more
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94Moral Shallowness, Metaphysical Megalomania, and Compatibilist-FatalismEthical Theory and Moral Practice 16 (1): 173-188. 2013.In the debate on free will and moral responsibility, Saul Smilansky is a hard source-incompatibilist who objects to source-compatibilism for being morally shallow. After criticizing John Martin Fischer’s too optimistic response to this objection, this paper dissipates the charge that compatibilist accounts of ultimate origination are morally shallow by appealing to the seriousness of contingency in the framework of, what Paul Russell calls, compatibilist-fatalism. Responding to the objection fro…Read more
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68Is personal autonomy the first principle of education?Journal of Philosophy of Education 26 (1). 1992.It is suggested that the current hierarchical (Frankfurt-Dworkin) model of personal autonomy in philosophical anthropology gives expression to the fundamental presupposition of self-determination in much educational practice and pedagogical theory. Radical criticisms are made of the notions of self-identification and self-evaluation which are of the utmost importance to this model. Instead of relying on such ‘acts of the will’ as decision and choice for the explanation of self-identification and…Read more
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17Is Personal Autonomy the First Principle of Education?Journal of Philosophy of Education 26 (1): 5-17. 1992.It is suggested that the current hierarchical (Frankfurt-Dworkin) model of personal autonomy in philosophical anthropology gives expression to the fundamental presupposition of self-determination in much educational practice and pedagogical theory. Radical criticisms are made of the notions of self-identification and self-evaluation which are of the utmost importance to this model. Instead of relying on such ‘acts of the will’ as decision and choice for the explanation of self-identification and…Read more