Stefaan E Cuyper
Biographic Data
| ID | 1629200 |
|---|---|
| NAME | Stefaan E Cuyper |
| GIVEN NAMES | Stefaan E |
| FAMILY NAME | Cuyper |
| SIGNATURE | CUYPER S E |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0002-8503-6015 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
P.F. Strawson on Punishment and the Hypothesis of Symbolic Retribution
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 …
Strawson’s Account of Morality and its Implications for Central Themes in ‘Freedom and Resentment’
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 attitu…
R. S. Peters’ philosophy of moral education in relation to his Freudian psychology
One of R. S. Peters’ interests was psychoanalysis. In this paper, I explore the relation between Peters’ philosophy of moral education and his Freudian psychology. In section 2 of the paper, I introduce Peters’ Freudian supplementation of the Piaget-Kohlberg model of moral development. To clarify the way in which Peters deals with two unresolved issues of this model, I examine, in section 3, his account of Freud’s conceptions of mental health and…
Opera as Liberal Education
In this paper, I forge a strong educational bond between opera and the humanities: opera as liberal education, not just additional to or exemplary of. After rehearsing the well-known present-day criticisms of liberal education, I first make the diagnosis that the trouble with liberal education as teaching and learning the humanities is not so much its theoretical justification as its practical implementation. To neutralize the criticisms and to s…
The existential concern of the humanities R.S. Peters’ justification of liberal education
Richard Stanley Peters was one of the founding fathers of analytic philosophy of education in the twentieth century. After reviewing Peters’ disentanglement of the ambiguities of liberal education, I reconstruct his view on the status and the existential foundations of the humanities. What emerges from my reconstruction is an original justificatory argument for the value of liberal education as general education in the sense of initiation into th…
Human Action, Deliberation and Causation
Why Darwinians Should Not Be Afraid of Mary Douglas—And Vice Versa
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 impossi…
R.S. Peters’ ‘The justification of education’ revisited
In his 1973 paper ‘The Justification of Education’ R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ‘transcendental argument’ has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters’ justificatory project itself is futile. This article takes another look at Peters’ justificator…
Ultimate Educational Aims, Overridingness, and Personal Well-being
Autonomy in R. S. Peters' Educational Theory
Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy
Reading R. S. Peters on Education Today
This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns
Authenticity-Sensitive Preferentism and Educating for Well-Being and Autonomy
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 …
Authentic Education and Moral Responsibility
An appeal to children's authenticity is widespread in major debates in the philosophy of education. However, no evident uniform conception of authenticity informs the dialectic. We begin with examples that confirm this multiplicity. We then uncover a common strand that unifies these seemingly differing conceptions: authenticity is exemplified by motivational elements, such as the agent's desires, when these elements are, in a manner to be explica…
Education for Critical Thinking
An ideal of education is to ensure that our children develop into autonomous critical thinkers. The ‘indoctrination objection’, however, calls into question whether education, aimed at cultivating autonomous critical thinkers, is possible. The core of the concern is that since the young child lacks even modest capacities for assessing reasons, the constituent components of critical thinking have to be indoctrinated if there is to be any hope of t…
Moral Responsibility, Love, and Authenticity
Critical Thinking, Autonomy and Practical Reason
This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical …
What Wittgenstein would have said about personal autonomy
Is Personal Autonomy the First Principle of Education
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 cho…
Modelling the Mind
Journal Article Book Reviews Get access Modelling the Mind. Edited By K. A. Mohyeldin Said, W.H. Newton-Smith, R. Vialeand K.V. Wilkes. (Oxford: Clarendon Press, 1990. Pp. viii + 216. Price £25.00.) Stefaan E. Cuypers Stefaan E. Cuypers Catholic University qfLouvain, Belgium Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 42, Issue 168, July 1992, Pages 391–393, https://doi.org/10.2307/…
Education for Critical Thinking
An ideal of education is to ensure that our children develop into autonomous critical thinkers. The ‘indoctrination objection’, however, calls into question whether education, aimed at cultivating autonomous critical thinkers, is possible. The core of the concern is that since the young child lacks even modest capacities for assessing reasons, the constituent components of critical thinking have to be indoctrinated if there is to be any hope of t…
Is Personal Autonomy the First Principle of Education
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 cho…
Authenticity-Sensitive Preferentism and Educating for Well-Being and Autonomy
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 …
Why Darwinians Should Not Be Afraid of Mary Douglas—And Vice Versa
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 impossi…
R.S. Peters’ ‘The justification of education’ revisited
In his 1973 paper ‘The Justification of Education’ R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ‘transcendental argument’ has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters’ justificatory project itself is futile. This article takes another look at Peters’ justificator…
Critical Thinking, Autonomy and Practical Reason
This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical …
The existential concern of the humanities R.S. Peters’ justification of liberal education
Richard Stanley Peters was one of the founding fathers of analytic philosophy of education in the twentieth century. After reviewing Peters’ disentanglement of the ambiguities of liberal education, I reconstruct his view on the status and the existential foundations of the humanities. What emerges from my reconstruction is an original justificatory argument for the value of liberal education as general education in the sense of initiation into th…
Reading R. S. Peters on Education Today
This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns
Is Personal Autonomy the First Principle of Education
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 cho…
Modelling the Mind
Journal Article Book Reviews Get access Modelling the Mind. Edited By K. A. Mohyeldin Said, W.H. Newton-Smith, R. Vialeand K.V. Wilkes. (Oxford: Clarendon Press, 1990. Pp. viii + 216. Price £25.00.) Stefaan E. Cuypers Stefaan E. Cuypers Catholic University qfLouvain, Belgium Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 42, Issue 168, July 1992, Pages 391–393, https://doi.org/10.2307/…
What Wittgenstein would have said about personal autonomy
Critical Thinking, Autonomy and Practical Reason
This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical …
Moral Responsibility, Love, and Authenticity
Education for Critical Thinking
An ideal of education is to ensure that our children develop into autonomous critical thinkers. The ‘indoctrination objection’, however, calls into question whether education, aimed at cultivating autonomous critical thinkers, is possible. The core of the concern is that since the young child lacks even modest capacities for assessing reasons, the constituent components of critical thinking have to be indoctrinated if there is to be any hope of t…
Authentic Education and Moral Responsibility
An appeal to children's authenticity is widespread in major debates in the philosophy of education. However, no evident uniform conception of authenticity informs the dialectic. We begin with examples that confirm this multiplicity. We then uncover a common strand that unifies these seemingly differing conceptions: authenticity is exemplified by motivational elements, such as the agent's desires, when these elements are, in a manner to be explica…
Authenticity-Sensitive Preferentism and Educating for Well-Being and Autonomy
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 …
Autonomy in R. S. Peters' Educational Theory
Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy
Reading R. S. Peters on Education Today
This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns
Ultimate Educational Aims, Overridingness, and Personal Well-being
Human Action, Deliberation and Causation
Why Darwinians Should Not Be Afraid of Mary Douglas—And Vice Versa
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 impossi…
R.S. Peters’ ‘The justification of education’ revisited
In his 1973 paper ‘The Justification of Education’ R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ‘transcendental argument’ has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters’ justificatory project itself is futile. This article takes another look at Peters’ justificator…
The existential concern of the humanities R.S. Peters’ justification of liberal education
Richard Stanley Peters was one of the founding fathers of analytic philosophy of education in the twentieth century. After reviewing Peters’ disentanglement of the ambiguities of liberal education, I reconstruct his view on the status and the existential foundations of the humanities. What emerges from my reconstruction is an original justificatory argument for the value of liberal education as general education in the sense of initiation into th…
R. S. Peters’ philosophy of moral education in relation to his Freudian psychology
One of R. S. Peters’ interests was psychoanalysis. In this paper, I explore the relation between Peters’ philosophy of moral education and his Freudian psychology. In section 2 of the paper, I introduce Peters’ Freudian supplementation of the Piaget-Kohlberg model of moral development. To clarify the way in which Peters deals with two unresolved issues of this model, I examine, in section 3, his account of Freud’s conceptions of mental health and…
Opera as Liberal Education
In this paper, I forge a strong educational bond between opera and the humanities: opera as liberal education, not just additional to or exemplary of. After rehearsing the well-known present-day criticisms of liberal education, I first make the diagnosis that the trouble with liberal education as teaching and learning the humanities is not so much its theoretical justification as its practical implementation. To neutralize the criticisms and to s…
P.F. Strawson on Punishment and the Hypothesis of Symbolic Retribution
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 …
Strawson’s Account of Morality and its Implications for Central Themes in ‘Freedom and Resentment’
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 attitu…
Epistemology (16 works) · Philosophy (16 works) · Law (14 works) · Sociology (14 works) · Political science (12 works) · Psychology (11 works) · Law (9 works) · Philosophical Ethics and Theory (9 works) · Philosophy (9 works) · Higher education (7 works)