Autonomy, Child‐Rearing, and Good Lives

Callan, Eamonn

doi:10.1093/0199242682.003.0007

Cited by 36 publications

(34 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Most liberal philosophers prize an autonomous lifestyle (i.e., to live life free of all constraints) because only then, in their opinion, can liberal values be instilled in children. Callan [33] (p. 118), for example, stated that "autonomy enables us to choose intrinsically good lives: autonomy confers that ability without creating bias against any particular ways of life that might have intrinsic value". Merry [5] (p. 165) agreed, and noted that "being or becoming autonomous means being capable of reflecting upon different points of view and arriving at a reasonable and considered opinion about those things one has reason to value and is able to pursue".…”

Section: Autonomymentioning

confidence: 99%

Strong Religion in a Secular Society: The Case of Orthodox Reformed Schools in The Netherlands

Exalto

Bertram-Troost

2019

Education Sciences

View full text Add to dashboard Cite

In the Netherlands, state and religious schools are equally financed by the government. Parents are free to choose a school that optimally fits their moral values as well as their idea of a good education. As a result, there is a huge variety of schools, which include those orthodox Reformed schools that form part of the so-called Bible Belt culture. We elaborate on the complex relation between this religious culture and liberal, secular society by focusing on education. Occasionally, there is severe criticism of schools based on a strong religious identity (so-called strong religious schools), especially when it comes to their allegedly inadequate contribution to citizenship education. In order to add a historical perspective and a reflection on the arguments to the debate, our central research question is: 'How can the founding and existence of orthodox Reformed schools in the Dutch liberal and secular society be explained and justified?' Starting with a historical explanation of why the orthodox Reformed founded their own schools in the 1920s, we elaborate on philosophical arguments that can justify the existence of orthodox Reformed schools in a liberal, secular society.

show abstract

Section: Autonomymentioning

confidence: 99%

Strong Religion in a Secular Society: The Case of Orthodox Reformed Schools in The Netherlands

Exalto

Bertram-Troost

2019

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Furthermore, a notable shift in Callan's thinking in the direction of my position can be detected. For example, in a recent article Callan expresses criticism of ‘a one‐sided suspicion of relatively insular, tradition‐bound styles of child‐rearing and an overly sanguine view of the degree to which the “diversity” of typical Western democracies favours children's interests in achieving autonomy’ (Callan, 2002, p. 118). 2…”

Section: An Extra‐liberal (?) Stance To Philosophy Of Education: Addimentioning

confidence: 99%

“…Such a requirement Macedo considers to be self‐defeating from a liberal point of view since an important aspect of liberal freedom is allowing people to disagree about important matters (Macedo, 2000, p. 223). 6 The limitations of liberal public reason in relation to our thinking about human good in an overall sense needs to be acknowledged (on this matter, see, for example, Callan, 2002, especially pp. 131–132), as does the potential value and importance of a religious perspective on life and its distinctive forms of reasoning, in relation to which liberalism has tended to keep an open mind or to see as outside its focus of concern once civic demands have been satisfied 7 .…”

Section: An Extra‐liberal (?) Stance To Philosophy Of Education: Addimentioning

confidence: 99%

Five Critical Stances Towards Liberal Philosophy of Education in Britain

White¹

2003

J Philosophy of Education

View full text Add to dashboard Cite

In this paper John White argues that there has been a decline in interest in and support for liberalism in British philosophy of education. He provides examples of work by leading figures in the field that demonstrates scepticism about the key liberal value of autonomy, and offers an analysis of new influences in the field that have contributed to this decline. In particular he notes the increase of work from a religious perspective. Doubts are expressed about the practical relevance to education of some of these avenues of thought, and the suggestion is made that they cause those within the field to be more out of touch with society at large, in which liberal values have continued to be the major source of animation. The paper is followed by short responses from four philosophers of education whose work he criticises.Am I wrong or is liberalism increasingly out of favour in British philosophy of education? How many in the younger generation-say among the under-60-are still attached to it?Liberalism has animated progressive British politics since the midnineteenth century and is today the dominant view on the centre and left. If, as I shall claim, liberal ideas are in decline in our field, the Philosophy of Education Society of Great Britain and its Journal (JOPE) are likely to have less and less to contribute to practical educational reform in this and other countries. I A core liberal value is personal autonomy. An autonomous person is one who determines how he or she should live according to their own, unpressured, picture of a worthwhile life. But autonomy on its own is not enough. A tyrant might also value this, but only for himself, just as a certain sort of élitist might think autonomy fine for the upper classes to which she belongs, but not for the common people. A liberal makes no such discriminations among persons: personal autonomy is a good applicable to all. Equality of consideration is, therefore, a second core liberal value.

show abstract

“…15 15 See Callan, 2002 for an illuminating discussion of the facet of autonomy and its relevance to children. …”

mentioning

confidence: 99%

Toleration, Children and Education

MacLeod

2010

Educational Philosophy and Theory

View full text Add to dashboard Cite

The paper explores challenges for the interpretation of the ideal toleration that arise in educational contexts involving children. It offers an account of how a respect-based conception of toleration can help to resolve controversies about the accommodation and response to diversity that arise in schools.that are to be observed, my analysis does not indicate how specific interpretative controversies are appropriately resolved.

show abstract

Autonomy, Child‐Rearing, and Good Lives

Cited by 36 publications

References 48 publications

Strong Religion in a Secular Society: The Case of Orthodox Reformed Schools in The Netherlands

Strong Religion in a Secular Society: The Case of Orthodox Reformed Schools in The Netherlands

Five Critical Stances Towards Liberal Philosophy of Education in Britain

Toleration, Children and Education

Contact Info

Product

Resources

About