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19Educating for authenticity : the paradox of moral education revisitedIn Harvey Siegel (ed.), The Oxford handbook of philosophy of education, Oxford University Press. pp. 122--144. 2009.
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8The Life of Reason: R.S. Peters' Stoic Philosophy of EducationKultura Pedagogiczna/Pedagogical Culture 2 (1): 21-38. 2015.Although R.S. Peters is one of the founding fathers of the analytical paradigm in the philosophy of education, in this paper I develop his less known synthetic view on education. To that purpose, I explore Peters’ integrative view on the relationship between reason and passion, his view on the levels of life, and even his view on religious education. What emerges from this exploration is the thesis that Peters’ work on the analysis and justification of education gets its ultimate inspiration fro…Read more
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1R.S. Peters' Comprehensive Theory of Moral EducationKultura Pedagogiczna/Pedagogical Culture 1 11-27. 2014.This article presents R.S. Peters’ theory of moral education embedded in his broad conception of morality. The author examines Peters’ views against the background of Kohlberg’s stage theory of moral development; hence, the positions of both thinkers are interwoven throughout the discussion. It addresses some central issues relevant to moral education such as, for example: cognitive and affective aspects of morality, and the acquisition of virtues. In the article the author argues that Peters’ a…Read more
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Das Problem der personalen Identität in der analytischen PhilosophieE-Journal Philosophie der Psychologie 3. 2005.
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10Book reviews (review)Humana Mente 5 (3): 449-491. 1997.New Books on Philosophy of Religion Divine Discourse: Philosophical Reflections on the Claim that God Speaks By Nicholas Wolterstorff, Cambridge University Press, 1995. Pp. 326. ISBN 0–521–47557–0. $18.95. The Historical Christ and the Jesus of Faith: The Incamational Narrative as History By C. Stephen Evans, Oxford University Press, 1996. Pp. 386. ISBN 0–19–826397‐X $17.95. Consciousness and the Mind of God By Charles Taliaferro, Cambridge University Press, 1994. Pp. 349. ISBN 0–521–46173–1. $6…Read more
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Stoffige Geesten — Essay over het materialisme in de analytische psychologieTijdschrift Voor Filosofie 60 (3): 620-621. 1998.
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18The metaphysical foundations of Hugh Maccoll's religious ethicsNordic Journal of Philosophical Logic 3 175-196. 1998.
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45Thinking: The Life of the Mind I. London: Martin Secker and Warburg Limited. Aune, Bruce (1967)“Hypotheticals and 'Can': Another Look,” Analysis, 27 (June), pp. 191–195. Repr. in Gary Watson (ed.)(1982), pp. 36–41. Austin, John L.(1956)“Ifs and Cans,” Proceedings of the British Academy, 42, pp (review)Philosophy 28 (1): 1-18. 1978.
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La filosofía analítica de lo mental desde Ryle y WittgensteinAnuario Filosófico 28 (2): 455-468. 1995.
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12Persoonlijke identiteit in de analytische wijsbegeerte. De bundel-theorie en de ego-theorieAlgemeen Nederlands Tijdschrift voor Wijsbegeerte 84 (3): 194-205. 1992.
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338Love imperiledEuropean Journal of Analytic Philosophy 3 (1): 0-0. 2007.In this paper, we argue that hard incompatibilism imperils a typical component of loving relations —lovable behavior—if it imperils moral praiseworthiness. We propose that to be lovable behavior, the behavior must exemplify the property of being commendable (the property of being praiseworthy from the standpoint of love), in contrast to being morally praiseworthy (praiseworthy from the point of view of moral duty). But if hard incompatibilism undermines moral praiseworthiness, then it just as su…Read more
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10Atheism and Theism-Smart, JJC, Haldane, JJInternational Journal of Philosophical Studies 5 (3): 479-483. 1997.
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Het probleem van vrijheid en déterminisme in de hedendaagse analytische wijsbegeerteAlgemeen Nederlands Tijdschrift voor Wijsbegeerte 97 (4). 2005.
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24Autonomie en identificatie de analytische antropologie Van Harry FrankfurtTijdschrift Voor Filosofie 53 (4). 1991.
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157Strawson’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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239P.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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133International 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