Results for ' raising children to act responsibly ‐ handing them the keys to the kingdom far earlier'

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  1. Meillassoux’s Virtual Future.Graham Harman - 2011 - Continent 1 (2):78-91.
    continent. 1.2 (2011): 78-91. This article consists of three parts. First, I will review the major themes of Quentin Meillassoux’s After Finitude . Since some of my readers will have read this book and others not, I will try to strike a balance between clear summary and fresh critique. Second, I discuss an unpublished book by Meillassoux unfamiliar to all readers of this article, except those scant few that may have gone digging in the microfilm archives of the École normale (...)
     
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  2.  92
    Breve storia dell'etica.Sergio Cremaschi - 2012 - Roma RM, Italia: Carocci.
    The book reconstructs the history of Western ethics. The approach chosen focuses the endless dialectic of moral codes, or different kinds of ethos, moral doctrines that are preached in order to bring about a reform of existing ethos, and ethical theories that have taken shape in the context of controversies about the ethos and moral doctrines as means of justifying or reforming moral doctrines. Such dialectic is what is meant here by the phrase ‘moral traditions’, taken as a name for (...)
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  3.  12
    InVirtue of Upbringing.Lon S. Nease - 2010-09-24 - In Fritz Allhoff, Lon S. Nease & Michael W. Austin, Fatherhood ‐ Philosophy for Everyone. Wiley‐Blackwell. pp. 51–64.
    This chapter contains sections titled: On Ethical Choices Aristotle on Character Will‐to‐Power Caring and Justice Stacking the Deck.
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  4.  43
    Key Concepts: Criminal Responsibility.Carl Elliot - 1996 - Philosophy, Psychiatry, and Psychology 3 (4):305-307.
    In lieu of an abstract, here is a brief excerpt of the content:Key Concepts: Criminal ResponsibilityCarl Elliott (bio)AbstractMentally disordered persons occasionally do things for which we would ordinarily blame or even punish a non-disordered person. We often do not blame mentally disordered persons for these actions, however, because we regard mental disorders, at least in some circumstances, as an excuse from moral responsibility. For moral philosophy and the law, the challenge is to understand the specific circumstances under which a mental (...)
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  5.  41
    B Flach! B Flach!Myroslav Laiuk & Ali Kinsella - 2023 - Common Knowledge 29 (1):1-20.
    Don't tell terrible stories—everyone here has enough of their own. Everyone here has a whole bloody sack of terrible stories, and at the bottom of the sack is a hammer the narrator uses to pound you on the skull the instant you dare not believe your ears. Or to pound you when you do believe. Not long ago I saw a tomboyish girl on Khreshchatyk Street demand money of an elderly woman, threatening to bite her and infect her with syphilis. (...)
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  6. THIS IS NICE OF YOU. Introduction by Ben Segal.Gary Lutz - 2011 - Continent 1 (1):43-51.
    Reproduced with the kind permission of the author. Currently available in the collection I Looked Alive . © 2010 The Brooklyn Rail/Black Square Editions | ISBN 978-1934029-07-7 Originally published 2003 Four Walls Eight Windows. continent. 1.1 (2011): 43-51. Introduction Ben Segal What interests me is instigated language, language dishabituated from its ordinary doings, language startled by itself. I don't know where that sort of interest locates me, or leaves me, but a lot of the books I see in the stores (...)
     
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  7.  34
    Introduction.Paul Standish - 2022 - The Pluralist 17 (1):96-99.
    It Is My Pleasure To Introduce this discussion of Naoko Saito's American Philosophy in Translation. We have contributions from three experts in American philosophy, all of whom have been in conversation with the author for many years: Jim Garrison, Vincent Colapietro, and Steven Fesmire. Prior to their contributions, I would like to set the scene with some brief remarks to introduce the book and to explain something of its background.Over the past two decades, I have worked closely with Saito on (...)
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  8.  37
    Responses.Jeffrey Daniel Carlson - 2003 - Buddhist-Christian Studies 23 (1):77-83.
    In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 77-83 [Access article in PDF] Responses Jeffrey Carlson Dominican University This is a revision and combination of two presentations originally given at the Annual Meeting of the Society for Buddhist-Christian Studies in Denver, Colorado, in November 2001. The first was a panel presentation on the theme" The Possibilities and Perils of Double Belonging," and the second was a response to five panelists who addressed the (...)
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  9. Grande Sertão: Veredas by João Guimarães Rosa.Felipe W. Martinez, Nancy Fumero & Ben Segal - 2013 - Continent 3 (1):27-43.
    INTRODUCTION BY NANCY FUMERO What is a translation that stalls comprehension? That, when read, parsed, obfuscates comprehension through any language – English, Portuguese. It is inevitable that readers expect fidelity from translations. That language mirror with a sort of precision that enables the reader to become of another location, condition, to grasp in English in a similar vein as readers of Portuguese might from João Guimarães Rosa’s GRANDE SERTÃO: VEREDAS. There is the expectation that translations enable mobility. That what was (...)
     
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  10.  24
    Battlefield Triage.Christopher Bobier & Daniel Hurst - 2024 - Voices in Bioethics 10.
    Photo ID 222412412 © US Navy Medicine | Dreamstime.com ABSTRACT In a non-military setting, the answer is clear: it would be unethical to treat someone based on non-medical considerations such as nationality. We argue that Battlefield Triage is a moral tragedy, meaning that it is a situation in which there is no morally blameless decision and that the demands of justice cannot be satisfied. INTRODUCTION Medical resources in an austere environment without quick recourse for resupply or casualty evacuation are often (...)
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  11. Criticizing Women: Simone de Beauvoir on Complicity and Bad Faith.Filipa Melo Lopes - 2024 - In Berislav Marusić & Mark Schroeder, Analytic Existentialism. Oxford University Press.
    One of the key insights of Simone de Beauvoir’s The Second Sex is the idea that gender-based subordination is not just something done to women, but also something women do to themselves. This raises a question about ethical responsibility: if women are complicit, or actively implicated in their own oppression, are they at fault? Recent Beauvoir scholarship remains divided on this point. Here, I argue that Beauvoir did, in fact, ethically criticize many women for their complicity, as a sign of (...)
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  12. Objects as Temporary Autonomous Zones.Tim Morton - 2011 - Continent 1 (3):149-155.
    continent. 1.3 (2011): 149-155. The world is teeming. Anything can happen. John Cage, “Silence” 1 Autonomy means that although something is part of something else, or related to it in some way, it has its own “law” or “tendency” (Greek, nomos ). In their book on life sciences, Medawar and Medawar state, “Organs and tissues…are composed of cells which…have a high measure of autonomy.”2 Autonomy also has ethical and political valences. De Grazia writes, “In Kant's enormously influential moral philosophy, autonomy (...)
     
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  13.  91
    IX—Equal Opportunity: A Unifying Framework for Moral, Aesthetic, and Epistemic Responsibility.Dana Kay Nelkin - 2020 - Proceedings of the Aristotelian Society 120 (2):203-235.
    On the one hand, there seem to be compelling parallels to moral responsibility, blameworthiness, and praiseworthiness in domains other than the moral. For example, we often praise people for their aesthetic and epistemic achievements and blame them for their failures. On the other hand, it has been argued that there is something special about the moral domain, so that at least one robust kind of responsibility can only be found there. In this paper, I argue that we can adopt (...)
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  14. Plato’s Metaphysical Development before Middle Period Dialogues.Mohammad Bagher Ghomi - manuscript
    Regarding the relation of Plato’s early and middle period dialogues, scholars have been divided to two opposing groups: unitarists and developmentalists. While developmentalists try to prove that there are some noticeable and even fundamental differences between Plato’s early and middle period dialogues, the unitarists assert that there is no essential difference in there. The main goal of this article is to suggest that some of Plato’s ontological as well as epistemological principles change, both radically and fundamentally, between the early and (...)
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  15.  19
    Debates in Nineteenth Century Philosophy: Essential Readings and Contemporary Responses.Kristin Gjesdal (ed.) - 2015 - New York: Routledge.
    _Debates in Nineteenth-Century European Philosophy _offers an engaging and in-depth introduction to the philosophical questions raised by this rich and far reaching period in the history of philosophy. Throughout thirty chapters, the volume surveys the intellectual contributions of European philosophy in the nineteenth century, but it also engages the on-going debates about how these contributions can and should be understood. As such, the volume provides both an overview of nineteenth-century European philosophy and an introduction to contemporary scholarship in this field. (...)
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  16.  31
    (1 other version)Responsibility in Universal Healthcare.Eric Cyphers & Arthur Kuflik - 2023 - Voices in Bioethics 9.
    Photo by Tingey Injury Law Firm on Unsplash ABSTRACT The coverage of healthcare costs allegedly brought about by people’s own earlier health-adverse behaviors is certainly a matter of justice. However, this raises the following questions: justice for whom? Is it right to take people’s past behaviors into account in determining their access to healthcare? If so, how do we go about taking those behaviors into account? These bioethical questions become even more complex when we consider them in the (...)
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  17. Moral responsibility for unprevented harm.Friderik Klampfer - 2004 - Acta Analytica 19 (33):119-161.
    That we are morally responsible for what we do willingly and knowingly is a commonplace. That our moral responsibility extends as far as to cover at least the intended consequences of our voluntary actions and perhaps also the ones we did not intend, but could or did foresee, is equally beyond dispute. But what about omissions? Are we, or can we be, (equally) morally responsible for the harm that has occured because we did not prevent it, even though we could (...)
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  18. Authenticity and co-design: On responsibly creating relational robots for children.Milo Phillips-Brown, Marion Boulicault, Jacqueline Kory-Westland, Stephanie Nguyen & Cynthia Breazeal - 2023 - In Mizuko Ito, Remy Cross, Karthik Dinakar & Candice Odgers, Algorithmic Rights and Protections for Children. MIT Press. pp. 85-121.
    Meet Tega. Blue, fluffy, and AI-enabled, Tega is a relational robot: a robot designed to form relationships with humans. Created to aid in early childhood education, Tega talks with children, plays educational games with them, solves puzzles, and helps in creative activities like making up stories and drawing. Children are drawn to Tega, describing him as a friend, and attributing thoughts and feelings to him ("he's kind," "if you just left him here and nobody came to play (...)
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  19.  14
    Why Russian Philosophy Is So Important and So Dangerous.Mikhail Epstein - 2023 - Common Knowledge 29 (3):405-409.
    The academic community in the West tends to be suspicious of Russian philosophy, often relegating it to another category, such as “ideology” or “social thought.” But what is philosophy? There is no simple universal definition, and many thinkers consider it impossible to formulate one. The most credible attempt is nominalistic: philosophy is the practice in which Plato and Aristotle were involved. As Alfred North Whitehead wrote, “The safest general characterization of the European philosophical tradition is that it consists of a (...)
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  20. Lethal Military Robots: Who is Responsible When Things Go Wrong?Peter Olsthoorn - 2018 - In Rocci Luppicini, The Changing Scope of Technoethics in Contemporary Society. Hershey, PA: IGI Global. pp. 106-123.
    Although most unmanned systems that militaries use today are still unarmed and predominantly used for surveillance, it is especially the proliferation of armed military robots that raises some serious ethical questions. One of the most pressing concerns the moral responsibility in case a military robot uses violence in a way that would normally qualify as a war crime. In this chapter, the authors critically assess the chain of responsibility with respect to the deployment of both semi-autonomous and (learning) autonomous lethal (...)
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  21.  25
    por um horizonte público na educação das crianças: um diálogo com Hannah Arendt.Vania Carvalho de Araújo & Franceila Auer - 2022 - Childhood and Philosophy 18:01-25.
    This paper documents an encounter with some issues that deal with the education of children as mentioned by Hannah Arendt in her essay "The crisis in education." Arendt’s invocation of "the obligation that the existence of children imposes on the whole society" is a key element of an ethical and political commitment to the education of new generations—especially in a world disillusioned by the estrangement of the human, and in which the undeniable criteria that the past – as (...)
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  22.  76
    Capitalists rule. Ok? A commentary on Keith dowding.Brian Barry - 2003 - Politics, Philosophy and Economics 2 (3):323-341.
    In response to criticisms made by Keith Dowding (hereafter KD) of `Capitalists Rule OK', this article argues (1) that there is a genuine structural conflict of interest between consumers and producers, voters and politicians, and capitalists and governments, and (2) that only by ad hoc and arbitrary limitations on the scope of the concept of power can it be denied that consumers collectively have power over producers and capitalists (collectively) have power over government. KD accepts that voters (collectively) have power (...)
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  23.  75
    What Do Kids Know? A Response to Karin Murris.Michael Hand - 2015 - Studies in Philosophy and Education 34 (3):327-330.
    Building on Miranda Fricker’s work on epistemic injustice, Karin Murris has recently argued that children in school characteristically receive a credibility deficit based on a disparaging stereotype of children, and charged teachers with eschewing such stereotypes and committing to epistemic equality. I raise some objections to Murris’s argument.
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  24.  12
    Diasporic Impulses: Sikh Philosophy as an Assemblage.Arvind-Pal S. Mandair - 2024 - Philosophy East and West 74 (2):364-378.
    In lieu of an abstract, here is a brief excerpt of the content:Diasporic Impulses:Sikh Philosophy as an AssemblageArvind-Pal S. Mandair (bio)Let me begin this response by thanking the editors of Philosophy East and West for generously allowing space for this review forum on my recent book, Sikh Philosophy: Exploring Gurmat Concepts in a Decolonizing World (Bloomsbury, 2022), and thanking the reviewers Monika-Kirloskar Steinbach, Ananda Abeysekara, and Jeffery Long for their careful readings of this work. "Sikh Philosophy" names the modern academic (...)
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  25.  46
    Response to Randall Allsup, “Music Teacher Quality and Expertise”.Bennett Reimer - 2015 - Philosophy of Music Education Review 23 (1):108.
    In lieu of an abstract, here is a brief excerpt of the content:Response to Randall Allsup, “Music Teacher Quality and Expertise”Bennett ReimerI am delighted to have this opportunity to reflect on Randall Allsup’s excellent, incisive, and wise paper. The issues he raises reach to the core of who we have been, where we are now, and how we must adapt ourselves to new challenges that deeply question both our ideals and our practices.Allsup’s opening questions relate directly to the most pressing (...)
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  26.  27
    In Search of a Fundamental Basis for Ethical Reflection.Joseph Selling - 1994 - Ethical Perspectives 1 (1):13-21.
    Ethical questions rarely present themselves in an abstract manner. Situations we encounter in our daily personal and professional lives sometimes cause us to hesitate, to reflect, even for a moment, about the ethical quality of possible modes of acting or withholding action . These situations can be relatively trivial, encountered with such frequency that we do not give them much thought . However, they can also be the origin of major questions that propose clear ethical issues, but that do (...)
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  27.  53
    A Theory of Moral Education.Michael Hand - 2017 - London: Routledge.
    Children must be taught morality. They must be taught to recognise the authority of moral standards and to understand what makes them authoritative. But there’s a problem: the content and justification of morality are matters of reasonable disagreement among reasonable people. This makes it hard to see how educators can secure children’s commitment to moral standards without indoctrinating them. -/- In A Theory of Moral Education, Michael Hand tackles this problem head on. He sets out to (...)
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  28. L'etica del Novecento. Dopo Nietzsche.Sergio Cremaschi - 2005 - Roma RM, Italia: Carocci.
    TWENTIETH-CENTURY ETHICS. AFTER NIETZSCHE -/- Preface This book tells the story of twentieth-century ethics or, in more detail, it reconstructs the history of a discussion on the foundations of ethics which had a start with Nietzsche and Sidgwick, the leading proponents of late-nineteenth-century moral scepticism. During the first half of the century, the prevailing trends tended to exclude the possibility of normative ethics. On the Continent, the trend was to transform ethics into a philosophy of existence whose self-appointed task was (...)
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  29.  24
    TwoWorries about Educational Goods.Michael Hand - 2020 - Journal of Philosophy of Education 54 (5):1371-1374.
    In this brief comment on Educational Goods, I raise two worries about the authors' proposed normative framework for educational decision-makers. The first concerns the omission of rationality, or responsiveness to reasons, from the list of educational goods; the second concerns the inclusion of parental interests in the list of independent values.
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  30.  48
    Children in clinical research: A conflict of moral values.Vera Hassner Sharav - 2003 - American Journal of Bioethics 3 (1):12 – 59.
    This paper examines the culture, the dynamics and the financial underpinnings that determine how medical research is being conducted on children in the United States. Children have increasingly become the subject of experiments that offer them no potential direct benefit but expose them to risks of harm and pain. A wide range of such experiments will be examined, including a lethal heartburn drug test, the experimental insertion of a pacemaker, an invasive insulin infusion experiment, and a (...)
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  31.  71
    Children and Adolescents’ Ingroup Biases and Developmental Differences in Evaluations of Peers Who Misinform.Aqsa Farooq, Eirini Ketzitzidou Argyri, Anna Adlam & Adam Rutland - 2022 - Frontiers in Psychology 13.
    Previous developmental research shows that young children display a preference for ingroup members when it comes to who they accept information from – even when that information is false. However, it is not clear how this ingroup bias develops into adolescence, and how it affects responses about peers who misinform in intergroup contexts, which is important to explore with growing numbers of young people on online platforms. Given that the developmental span from childhood to adolescence is when social groups (...)
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  32.  16
    Hinduism and Mimetic Theory: A Response.Julia W. Shinnick - 2002 - Contagion: Journal of Violence, Mimesis, and Culture 9 (1):140-145.
    In lieu of an abstract, here is a brief excerpt of the content:HINDUISM AND MIMETIC THEORY: A RESPONSE Julia W. Shinnick Austin, Texas i: Introduction "would like to thankProfessor Clooney for his thorough presentation.ofthe enormously complex and layeredtreatment ofviolence within Hindu religious traditions. In his paper I found many aspects of Hinduism that directly engage the mimetic theory, and I hope that I can articulate some of these in such a way as to initiate discussion during the next hour or (...)
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  33. (1 other version)Children's asymmetrical responses.Stephen Crain - manuscript
    In this paper, we discuss the findings of two case studies of children’s semantic competence using sentences that contain the universal quantifier every. Children’s understanding of universal quantification, or lack of it, is probably the most controversial topic in current research on young children’s semantic competence. Even among researchers who draw upon linguistic theory in their investigations of child language, there seems to be a general consensus that preschool and even school-age children make ‘errors’ in interpreting (...)
     
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  34.  14
    Religious Freedom and Gay Rights: Emerging Conflicts in North America and Europe.Timothy Shah & Thomas Farr (eds.) - 2016 - Oxford University Press USA.
    In the United States and Europe, an increasing emphasis on equality has pitted rights claims against each other, raising profound philosophical, moral, legal, and political questions about the meaning and reach of religious liberty. Nowhere has this conflict been more salient than in the debate between claims of religious freedom, on one hand, and equal rights claims made on the behalf of members of the lesbian, gay, bisexual, and transgender community, on the other. As new rights for LGBT individuals (...)
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  35.  59
    Commentary on "Multiple Personality and Moral Responsibility".Stephen R. L. Clark - 1996 - Philosophy, Psychiatry, and Psychology 3 (1):55-57.
    In lieu of an abstract, here is a brief excerpt of the content:Commentary on “Multiple Personality and Moral Responsibility”Stephen R. L. Clark (bio)Theaitetos sleeping is not quite “the same” as Theaitetos waking, any more than Alcibiades drunk is Alcibiades sober. Nor am I, at fifty, quite “the same” as Stephen was when he was five. In one way, my sober fifty-year-old waking self can reasonably disclaim responsibility for what Stephen did or seemed to do when he was dreaming, drunk, or (...)
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  36.  13
    Assigning Responsibility for Children’s Health When Parents and Authorities Disagree: Whose Child?Allan J. Jacobs - 2021 - Springer Verlag.
    This book provides a multidisciplinary analysis of the potential conflict between a government’s duty to protect children and a parent’ right to raise children in a manner they see fit. Using philosophical, bioethical, and legal analysis, the author engages with key scholars in pediatric decision-making and individual and religious rights theory. Going beyond the parent-child dyad, the author is deeply concerned both with the inteests of the broader society and with the appropriate limits of government interference in the (...)
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  37. Religious Education.Michael Hand - 2004 - In John Peter White, Rethinking the School Curriculum.
    Religious Education (RE) currently enjoys the status of a compulsory curriculum subject in state schools in England and Wales. Though it is not part of the National Curriculum, and therefore not subject to a nationally prescribed syllabus, it is part of the basic curriculum to which all children are entitled. The question I raise in this chapter is whether RE merits this status. Is the study of religion sufficiently central to the task of preparing children for adult life (...)
     
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  38. Moral Responsibility and Consciousness.Matt King & Peter Carruthers - 2012 - Journal of Moral Philosophy 9 (2):200-228.
    Our aim in this paper is to raise a question about the relationship between theories of responsibility, on the one hand, and a commitment to conscious attitudes, on the other. Our question has rarely been raised previously. Among those who believe in the reality of human freedom, compatibilists have traditionally devoted their energies to providing an account that can avoid any commitment to the falsity of determinism while successfully accommodating a range of intuitive examples. Libertarians, in contrast, have aimed to (...)
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  39.  90
    Towards a Theory of Moral Education.Michael Hand - 2014 - Journal of Philosophy of Education 48 (4):519-532.
    In this inaugural lecture, delivered at the University of Birmingham in January 2014, I sketch the outline of a theory of moral education. The theory is an attempt to resolve the tension between two thoughts widely entertained by teachers, policy-makers and the general public. The first thought is that morality must be learned: children must come to see what morality requires of them and acquire the motivation to submit to its authority. The second thought is that morality is (...)
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  40. A critique of Dennett.Paul Yu & Gary Fuller - 1986 - Synthese 66 (March):453-76.
    This essay is intended to be a systematic exposition and critique of Daniel Dennett's general views. It is divided into three main sections. In section 1 we raise the question of the nature of a plausible scientific psychology, and suggest that the question of whether folk psychology will serve as an adequate scientific psychology is of special relevance in a discussion of Dennett. We then characterize folk psychology briefly. We suggest that Dennett's views have undergone at least one major change, (...)
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  41. Responsibility for addiction: risk, value, and reasonable foreseeability.Federico Burdman - 2024 - In Rob Lovering, The Palgrave Handbook of Philosophy and Psychoactive Drug Use. New York: Palgrave Macmillan.
    It is often assumed that, except perhaps in a few rare cases, people with addiction can be aptly held responsible for having acquired the condition. In this chapter, I consider the argument that supports this view and draw attention to a number of challenges that can be raised against it. Assuming that early decisions to use drugs were made in possession of normal-range psychological capacities, I consider the key question of whether drug users who later became addicted should have known (...)
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  42.  20
    Educating children as sustainable citizen-consumers: A qualitative content analysis of sustainability education resources.Kathryn Wheeler - 2023 - Journal of Moral Education 52 (4):453-473.
    ABSTRACT This paper explores how children (aged 7–11) in the UK are educated about sustainability and climate change, through exploring a sample of 155 learning resources from public, private and third sector organisations. Using qualitative content analysis, key codes captured a) how sustainability was represented; b) how responsibilities for sustainability are imagined and allocated within society; and c) how children are encouraged to act for sustainability. The paper shows how sustainability resources represent children as powerful agents of (...)
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  43.  30
    Between Plenitude and Responsibility: Notes on Ethics and Contemporary Literature.Eugenio Bolongaro - 2019 - Philosophia 47 (1):21-37.
    This article moves from the observation that one of the key characteristics of contemporary Italian fiction is a preoccupation with ethics and more specifically with the issues raised by the “ethical turn” in contemporary philosophy and theory. Current literary criticism, it is argued, has been slow to respond to the ethical dimension of these narratives whose innovative and important cultural contribution has yet to be fully appreciated. It is therefore necessary to develop a keener sensitivity to the ethical discourses developed (...)
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  44.  6
    Coercion and Responsibility in Islam: A Study in Ethics and Law.Mairaj U. Syed - 2016 - Oxford University Press UK.
    In Coercion and Responsibility in Islam, Mairaj Syed explores how classical Muslim theologians and jurists from four intellectual traditions argue about the thorny issues that coercion raises about responsibility for one's action. This is done by assessing four ethical problems: whether the absence of coercion or compulsion is a condition for moral agency; how the law ought to define what is coercive; coercion's effect on the legal validity of speech acts; and its effects on moral and legal responsibility in the (...)
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  45.  75
    Moral Responsibility: An Introduction.Matthew Talbert - 2016 - Malden, MA: Polity.
    Most people would agree that a small child, or a cognitively impaired adult, is less responsible for their actions, good or bad, than an unimpaired adult. But how do we explain that difference, and how far can anyone be praised or blamed for what they have done? In this fascinating introduction, Matthew Talbert explores some of the key questions shaping current debates about moral responsibility, including: What is free will, and is it required for moral responsibility? Are we responsible for (...)
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  46.  97
    Religious upbringing reconsidered.Michael Hand - 2002 - Journal of Philosophy of Education 36 (4):545–557.
    There is, on the face of it, a logical difficulty as well as a practical one about ascribing to parents both a right to give their children a religious upbringing and a duty to avoid indoctrinating them. Curiously, this logical difficulty was largely overlooked in the debate on religious upbringing and parental rights between Terence McLaughlin, Eamonn Callan and Peter Gardner in the 1980s. In this paper I set out the terms of the logical problem and propose a (...)
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  47.  30
    Theories of Emotion: Expressing, Feeling, Acting by Pia CAMPEGGIANI (review).Sabrina B. Little - 2023 - Review of Metaphysics 77 (1):141-142.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Theories of Emotion: Expressing, Feeling, Acting by Pia CAMPEGGIANISabrina B. LittleCAMPEGGIANI, Pia. Theories of Emotion: Expressing, Feeling, Acting. New York: Bloomsbury Publishing, 2023. xiv + 199 pp. Cloth, $80.89; paper, $21.60In Theories of Emotion, Pia Campeggiani provides a philosophical introduction to the emotions. The book is multidisciplinary and empirically informed. It is organized around three “groundbreaking intuitions” of emotion theory—(1) expression, (2) subjectivity, and (3) action. Each section (...)
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  48.  47
    A Virgilian Crux: Aeneid 8.342-43.Neil Adkin - 2001 - American Journal of Philology 122 (4):527-531.
    In lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 122.4 (2001) 527-531 [Access article in PDF] A Virgilian Crux: Aeneid 8.342-43 Neil Adkin When Evander conducts Aeneas around the future site of Rome, the objects of interest he points out to his guest include the following: "hinc lucum ingentem, quem Romulus acer asylum / rettulit, et gelida monstrat sub rupe Lupercal" (8.342-43). John Conington (1883, 119) complained that rettulit had "not been satisfactorily explained." (...)
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    Raising Children.María del Mar Cabezas Hernández - 2019 - International Journal of Applied Philosophy 33 (1):43-56.
    This article aims to answer a core normative question concerning child poverty: What types of responsibilities should be assumed by the state and caregivers as the main agents of justice involved in the problem? By approaching this question, I aim to explore the complex triangulation between children, caregivers, and the state, as well as the paradox of the double role of caregivers as former victims and current agents of justice. In order to accomplish this, I will first present the (...)
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  50.  47
    Introduction.Ullrich Melle - 2007 - Ethical Perspectives 14 (4):361-370.
    IntroductionIn May 2006, the small group of doctoral students working on ecophilosophy at the Higher Institute of Philosophy at K.U.Leuven invited the Dutch environmental philosopher Martin Drenthen to a workshop to discuss his writings on the concept of wilderness, its metaphysical and moral meaning, and the challenge social constructivism poses for ecophilosophy and environmental protection. Drenthen’s publications on these topics had already been the subject of intense discussions in the months preceding the workshop. His presentation on the workshop and the (...)
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