A Spinozistic Model of Moral Education

Dahlbeck, Johan

doi:10.1007/s11217-016-9530-7

Cited by 9 publications

(5 citation statements)

References 18 publications

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“…Many studies have focused on the effect of moral exemplars (Han et al, 2017 , 2018b ). Studies have also examined how the psychological levels are associated with moral development, including self-preservation (Dahlbeck, 2017 ), self-doubt (Verducci, 2014 ), and self-cultivation or self-shaping. Such studies explain the value of morality and moral education from the perspective of psychology.…”

Section: Abstract Analysis: Cluster Evolution and Burstmentioning

confidence: 99%

Development and status of moral education research: Visual analysis based on knowledge graph

et al. 2023

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IntroductionMoral education is an educational process of the continuation, construction, and transformation of moral and social norms, and is an important guarantee for the sustainable vitality of human morality.MethodsWith bibliometrics applied and VOSviewer and CiteSpace as tools, this paper systematically analyzes 497 articles published in the Social Sciences Citation Index of Web of Science core collection from 2000 to 2022 in the field of moral education research.ResultsBy quantifying specific performance information in the field of moral education in terms of authors, journals, organizations and countries, this paper identifies the highly productive authors and organizations, as well as core journals (i.e., the Journal of Moral Education). A cluster analysis is used to show the knowledge structure, and an evolutionary analysis to present the macro-development trend of moral education.DiscussionIn this paper, the comprehensive description of the research topics on moral education clarifies the development model and disciplinary prospect of the moral education research, and provides theoretical and practical support for the continuous development and application practice of the moral education research.

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Section: Abstract Analysis: Cluster Evolution and Burstmentioning

confidence: 99%

Development and status of moral education research: Visual analysis based on knowledge graph

et al. 2023

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“…Spinoza scholar LeBuffe (2010) calls this kind of teacher-figure 'the optimistic nutritionist', and it describes a person who is proficient at distinguishing the seemingly good from the truly good, and at learning to identify and strive for those things that are in agreement with one's ingenium while also being conceived in terms of sustainable (or true) rather than temporary goods. While LeBuffe does not focus on the educational implications of 'the optimistic nutritionist' (he does not explicitly conceive of 'the optimistic nutritionist' in terms of a teacher) I have attempted to do so in previous studies (see Dahlbeck 2016Dahlbeck , 2017. 10 As Justin Steinberg has helpfully pointed out to me (personal communication, April 30, 2020) this might well figure into the case of Richard Fountain insofar as the problem may not be that he is not admired by his men, but that he is in fact not popular.…”

Section: Reconnecting With a Lost Pedagogical Tradition: Diagnosing Amentioning

confidence: 99%

Spinoza on Ingenium and Exemplarity: Some Consequences for Educational Theory

Dahlbeck

2020

Stud Philos Educ

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This article turns to the neglected pedagogical concept of ingenium in order to address some shortcomings of the admiration-emulation model of Linda Zabzebski's influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of ingenium such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives (1492/3-1540). This will set the stage for the next part, looking at how early modern philosopher Benedict Spinoza (1632-1677) adopts a Vivesian notion of ingenium, adjusting it so as to fit into the setting of his political theory. Next, I will turn to Spinoza's use of the concept of ingenium in relation to his portrayal of exemplary persons, offering a pedagogical model of moral exemplarism that can counter some of the perceived problems of the admiration-emulation model as it highlights the necessary fallibility of efficient exemplars as well as acknowledges the socio-political dimension of emotions. Finally, I will lay out some preliminary consequences for educational theory, hoping to offer a way of reconciling moral exemplarism with a more realistic pedagogical and psychological framework.

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“…Typically, but not always. In my previous work I have studied and learned from Spinoza's naturalistic philosophy (Dahlbeck, , , , ). Spinoza, of course, is one of the more prominent causal determinists in the history of western philosophy.…”

Section: Autonomy and Educationmentioning

confidence: 99%

Education and the Free Will Problem: A Spinozist Contribution

Dahlbeck¹

2017

Journal of Philosophy of Education

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In this Spinozist defence of the educational promotion of students’ autonomy I argue for a deterministic position where freedom of will is deemed unrealistic in the metaphysical sense, but important in the sense that it is an undeniable psychological fact. The paper is structured in three parts. The first part investigates the concept of autonomy from different philosophical points of view, looking especially at how education and autonomy intersect. The second part focuses on explicating the philosophical position of causal determinism and it seeks to open up a way to conceive of education for autonomy without relying on the notion of free will in a metaphysical sense. The concluding part attempts to outline a Spinozistic understanding of education for autonomy where autonomy is grounded in the student's acceptance and understanding of the necessary constraints of natural causation rather than processes of self‐causation.

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A Spinozistic Model of Moral Education

Cited by 9 publications

References 18 publications

Development and status of moral education research: Visual analysis based on knowledge graph

Development and status of moral education research: Visual analysis based on knowledge graph

Spinoza on Ingenium and Exemplarity: Some Consequences for Educational Theory

Education and the Free Will Problem: A Spinozist Contribution

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