RÉSUMÉ: En écrivant sur les Lumières, Hegel n’a pas pris position contre ce mouvement en tant qu’adversaire. S’il s’y est opposé, c’est plutôt pour engager avec lui un dialogue; et il l’a de cette façon transformé. Il n’a pas, en réalité, rejeté ses approches et ses méthodes et il est trompeur de le présenter comme préparant le chemin aux irrationalistes comme Dostoïevski et Nietzsche. Le but de Hegel était plutôt d’éclairer les Lumières sur elles-mêmes, et c’est en cela exactement que (...) consistait son projet à ses propres yeux. Sans prendre parti, il a tenu compte de la foi et de la raison et il a délibérément évité de considérer les Lumières et la foi comme des opposés contradictoires. Son projet en est un de réconciliation. (shrink)

In this paper, I propose a Husserlian account of perceptual confidence, and argue for perceptual confidence by appeal to the self-justification of perceptual experiences. Perceptual confidence is the intriguing view, recently developed by John Morrison, that there are not just doxastic confidences but also perceptual confidences, i.e., confidences as aspect of perceptual experience, enabling us to account, e.g., for the increasing confidence with which we experience an approaching human figure, while telling ourselves, as the viewing distance diminishes, “It looks like (...) this just could be Isaac”, “It looks like this is probably Isaac”, “It looks like this is almost certainly Isaac”. I first present my Husserlian account with a focus on the notion of fulfillment, and the idea that the contents of perceptual experience are fulfillment conditions. I then show that this account can be complemented by PC. Finally, I develop a focus on the idea of perceptual self-justification, diverting the perceptual confidence debate from its pre-eminent concern with the relations between perceptual and doxastic confidences, and present an argument to the effect that there are perceptual confidences. (shrink)

Both John Campbell and Quassim Cassam have argued that we perceptually experience objects as mind-independent (MI), purportedly solving a problem they refer to as “Berkeley’s Puzzle.” In this paper, I will consider the same topic from a Husserlian perspective. In particular, I will clarify the idea of MI and argue that there is, indeed, a sense in which we can perceptually experience objects as MI, while also making objections to Campbell’s and Cassam’s respective arguments to the same effect. In particular, (...) I will argue that objects can be experienced as MI in the sense of the experience’s not being due to the malfunctioning of a perceptual organ, e.g., when one examines the ways in which the object displays itself, and gains confidence that there is, indeed, nothing the matter with one’s eyes. I will address the issue of MI from the perspective of Husserlian evidentialism, according to which perceptual content is conceived in terms of ways of perceptually exploring the object, thereby gaining evidence pertinent to the object and its properties, e.g., as when one takes a look at the object’s shape from a different angle, or scrutinizes its color in better lighting. (shrink)

In this paper, I discuss aspects of Herbert Leyendecker’s 1913 doctoral dissertation, Towards the Phenomenology of Deceptions, which he defended in 1913 at the University of Munich. Leyendecker was a member of the Munich and Göttingen Phenomenological Circles. In my discussion of his largely neglected views, I explore the connection between his ideas concerning “attitudes”, e.g., of searching for, observing, counting, or working with objects, and the central topic of his text, perceptual illusions, thematized by Leyendecker as a kind of (...) perceptual “deception”. Indeed, Leyendecker argues that a change of attitude is a necessary aspect of an illusion. I argue that Leyendecker’s use of the notion of attitude in accounting for illusions is problematic; yet I also suggest that his ideas are not devoid of philosophical interest, in relation to current debates. (shrink)

In his book Action in Perception, Alva Noë poses what he refers to as the “problem of perceptual presence” and develops his enactive view as solution to the problem. Noë describes the problem of perceptual presence as the problem of how to conceive of the presence of that which, “strictly speaking,” we do not perceive. I argue that the “problem of perceptual presence” is ambiguous between two problems that need to be addressed by invoking very different resources. On the one (...) hand, there is the problem of how to conceive of the presence of objects as wholes, front side and back, and their constant properties. On the other hand, there is the problem of how to account for the presence of unattended detail. I focus on the first problem, which Noë approaches by invoking Husserlian ideas. I argue that Noë’s enactive view encounters difficulties, which can be dealt with by complementing it with Edmund Husserl’s idea of fulfillment and generally restoring the view to its original Husserlian context. Contrary to Noë’s purport, this involves regarding the view not as a theory of perception and perceptual content but as part of a descriptive–clarificatory project of conceptual analysis. The Husserlian phenomenologist analyzes, e.g., the concept of shape or color by investigating the fulfillment conditions pertinent to shape or color. In general, my critique of Noë’s enactive view serves to caution philosophers against unprincipled uses of Husserlian ideas. (shrink)

Susanna Siegel argues that visual contents are rich: visual experiences represent a variety of properties, over and above mere colors and shapes, including, notably, kind properties, e.g., the property of being a pine tree. To argue her case, she makes use of the method of phenomenal contrasts, which involves choosing among different explanatory hypotheses to account for phenomenal contrasts between relevant experiences. I will argue that there is reason to question whether the method of phenomenal contrasts is suitable for establishing (...) that kind properties are represented in visual experiences, insofar as the method draws upon first-person intuitions eclectically. (shrink)

In a discussion of the constitutive role of colour in our visual perceptual experiences, Wilhelm Schapp centrally argues that we cannot visually perceive certain distant things, like a house seen far down in the valley. My main contention is that, in cases relevantly similar to Schapp’s, we do perceptually experience distant things, viz., as drastically “decayed” things, which are part of distant scenes. In doing so, we adopt towards them a kind of conservative “attitude.” The ideas of decay and scenicness (...) will be unpacked in terms of the Husserlian ideas of fulfilment, and fulfilment conditions, capturing the idea that we perceptually experience objects in terms of anticipated possibilities for further experiences of these objects. These ideas will also be considered in relation to Herbert Leyendecker’s notion of an attitude, e.g., of observing, searching for, or working with objects. (shrink)

In this paper, I argue for two claims. First, Alva Noë’s discussions of perceptual presence contain an ambiguity between what I refer to as ‘presence as absence’ (PA) and ‘virtual presence’ (VP). This ambiguity emerges in Noë’s solution to ‘the problem of perceptual presence’, or the problem of how to account for our perceptual experience of that which we ‘strictly speaking’ are not seeing. Second, his account of presence by degrees, i.e. his radical claim that many distant, out-of-view objects are (...) (quasi-perceptually) present to us by various degrees, will not be tenable whether unpacked in terms of PA or VP: e.g. Noë argues that the presence of the tomato in front of him, and the presence of his friend Dominic in a distant country, are different not in kind but in degree only. Neither of the two conceptions of presence renders this plausible. (shrink)

Ofsted requires UK schools to help students understand the working world and gain employability skills. However, the aims of education are much broader: Education should enable flourishing long after leaving school. Therefore, students’ career decisions should be conducive to long-term flourishing beyond career readiness and educational attainment. In this mixed-methods study, we asked a representative sample of UK adults to reflect on their career decision-making processes at school and at university. We also measured current levels of self-reported objective (e.g., financial (...) security) and subjective (e.g., subjective well-being) flourishing. The open-ended career decision reflections were coded for three moral reasoning strategies: virtue ethical, consequentialist, and deontological. Using correlations and structural equation modelling, we examined the association between the propensity for using each moral reasoning strategy in past career decisions and current flourishing. Virtue ethical moral reasoning in relation to career decision-making predicted aspects of flourishing most strongly and frequently. Consequentialist reasoning weakly and infrequently positively predicted aspects of flourishing. Deontological reasoning either did not predict flourishing at all, or negatively predicted flourishing. Our results suggest that the reasoning strategy behind career decisions people take in school or university is important to consider in UK careers provision, and current best practice. (shrink)

Journal Name: Apeiron Issue: Ahead of print.

The aim of this article is to offer a mitigated moral justification of a much maligned emotional trait, pity, in the Aristotelian sense of ‘pain at deserved bad fortune’. I lay out Aristotle's taxonomic map of pity and its surrounding conceptual terrain and argue – by rehearsing modern accounts – that this map is not anachronistic with respect to contemporary conceptions. I then offer an ‘Aristotelian’ moral justification of pity, not as a full virtue intrinsically related to eudaimonia but as (...) a positive moral quality that has instrumental value in developing and sustaining a certain intrinsically valuable state of character – namely compassion. The justification offered is mitigated in the sense that it does not elevate pity to a virtuous disposition, constitutive of the good life; yet it does offer a crucial counterweight to Aristotle's own denunciation of pity. (shrink)

We cannot conclude from the assumptions that justice is a virtue and desert is an ingredient in justice that desert claims themselves express a virtue. It could be that desert is morally neutral, or even immoral, and that there are other aspects of justice which make it all-in-all virtuous. We need, in other words, an independent moral justification of desert and desert-based emotions. In this paper I take on the challenge of articulating and defending a utilitarian justification of desert in (...) distributive justice. I argue, first, that while there may be ways of accommodating desert-concerns in liberal theory, this cannot, in the view of liberals themselves, be done without considerable cost to the ideals that are closest to their hearts. By contrast, I suggest that a deceptively simple utilitarian defence of desert can be made to work. Finally, I attempt to surmount various possible objections that might be raised against my utilitarian justification and conclude that none of them confutes it. (shrink)

Despite the remarkable progress made in consciousness research during recent decades, there is still no sign of a general agreement about the location of its object. According to internalists, consciousness resides inside the brain. According to externalists, consciousness is partly constituted by elements or aspects of the environment. Internalism comports better with the existence of dreams, hallucinations and sensory imaging. Externalism seems to provide a more promising basis for understanding how we can experience the world and refer to the content (...) of our consciousness. I argue that the framework of structural realism supports internalism and helps to reveal the reasons behind the apparent explanatory success of the externalist approach. More specifically, structural realism supports the view that the structure of our consciousness is always present in our neural processes and only sometimes in an extended system that includes elements of the environment. (shrink)

It has been argued, most famously by David Chalmers, that all objects of the so-called traditional sciences (from physics to neuroscience) are analysable in structural terms, whereas consciousness has qualitative properties that are irreducibly non-structural. From that it has been concluded that consciousness cannot be explained by traditional sciences. Some illusionists have responded by proposing that the apparently non-structural features of consciousness are in fact fully structural and merely seem to be non-structural. I argue that such a position is tenable, (...) but only if the non-structural 'seemings' are interpreted as perspectival phenomena and not as theorists' fictions or absolute nothingness. The resulting view allows us to ignore sensory qualities in the context of natural sciences while acknowledging their importance in the moral and philosophical domains. The proposed perspectivist interpretation also provides an account of how sensory qualities can be observed and talked about despite having no autonomous causal powers. (shrink)

This is the first complete, one-volume English translation of the ancient Chinese text Xunzi, one of the most extensive, sophisticated, and elegant works in the tradition of Confucian thought. Through essays, poetry, dialogues, and anecdotes, the Xunzi articulates a Confucian perspective on ethics, politics, warfare, language, psychology, human nature, ritual, and music, among other topics. Aimed at general readers and students of Chinese thought, Eric Hutton’s translation makes the full text of this important work more accessible in English than ever (...) before. Named for its purported author, the Xunzi has long been neglected compared to works such as the Analects of Confucius and the Mencius. Yet interest in the Xunzi has grown in recent decades, and the text presents a much more systematic vision of the Confucian ideal than the fragmented sayings of Confucius and Mencius. In one famous, explicit contrast to them, the Xunzi argues that human nature is bad. However, it also allows that people can become good through rituals and institutions established by earlier sages. Indeed, the main purpose of the Xunzi is to urge people to become as good as possible, both for their own sakes and for the sake of peace and order in the world. In this edition, key terms are consistently translated to aid understanding and line numbers are provided for easy reference. Other features include a concise introduction, a timeline of early Chinese history, a list of important names and terms, cross-references, brief explanatory notes, a bibliography, and an index. (shrink)

This book provides a reconstruction of Aristotelian character education, shedding new light on what moral character really is, and how it can be highlighted, measured, nurtured and taught in current schooling. Arguing that many recent approaches to character education understand character in exclusively amoral, instrumentalist terms, Kristjánsson proposes a coherent, plausible and up-to-date concept, retaining the overall structure of Aristotelian character education. After discussing and debunking popular myths about Aristotelian character education, subsequent chapters focus on the practical ramifications and methodologies (...) of character education. These include measuring virtue and morality, asking whether Aristotelian character education can salvage the effects of bad upbringing, and considering implications for teacher training and classroom practice. The book rejuvenates time-honoured principles of the development of virtues in young people, at a time when 'character' features prominently in educational agendas and parental concerns over school education systems. Offering an interdisciplinary perspective which draws from the disciplines of education, psychology, philosophy and sociology, this book will appeal to researchers, academics and students wanting a greater insight into character education. (shrink)

Many people are drawn towards virtue ethics because of the central place it gives to emotions in the good life. Yet it may seem odd to evaluate emotions as virtuous or non-virtuous, for how can we be held responsible for those powerful feelings that simply engulf us? And how can education help us to manage our emotional lives? The aim of this book is to offer readers a new Aristotelian analysis and moral justification of a number of emotions that Aristotle (...) did not mention, or relegated, at best, to the level of the semi-virtuous, or made disparaging remarks about, or rejected explicitly. Kristjan Kristjansson argues that there are good Aristotelian reasons for understanding those emotions either as virtuous or as indirectly conducive to virtue. Virtuous Emotions begins with an overview of Aristotle's ideas on the nature of emotions and of emotional value, and concludes with an account of Aristotelian emotion education. (shrink)

A translation, from German into Estonian, of § 15, and § 18, (a)-(c), of Husserl, E. (1952). Ideen zu einer Reinen Phänomenologie und Phänomenologischen Philosophie. Zweites Buch. Phänomenologische Untersuchungen zur Konstitution (Husserliana, Vol. IV). (M. Biemel, Ed.) The Hague, The Netherlands: Martinus Nijhoff. Translated title: “The Constitution of Material Nature.”.

A translation, from German into Estonian, of § 15, and § 18, (a)-(c), of Husserl, E. (1952). Ideen zu einer Reinen Phänomenologie und Phänomenologischen Philosophie. Zweites Buch. Phänomenologische Untersuchungen zur Konstitution (Husserliana, Vol. IV). (M. Biemel, Ed.) The Hague, The Netherlands: Martinus Nijhoff. Translated title: “The Constitution of Material Nature.”.

Positive psychology is one of the biggest growth industries in the discipline of psychology. At the present time, the subfield of 'positive education' seems poised to take the world of education and teacher training by storm. In this first book-length philosophical study of positive psychology, Professor Kristján Kristjánsson subjects positive psychology's recent inroads into virtue theory and virtue education to sustained conceptual and moral scrutiny. Professor Kristjánsson's interdisciplinary perspective constructively integrates insights, evidence and considerations from social science and philosophy (...) in a way that is easily accessible to the general reader. He offers an extended critique of positive psychology generally and 'positive education' in particular, exploring the philosophical assumptions, underpinnings and implications of these academic trends in detail. This provocative book will excite anyone interested in cutting-edge research on positive psychology and on the virtues that lie at the intersection of psychology, philosophy of mind, moral philosophy, education, and daily life. (shrink)

This paper explores the possibilities of using character education through poetry to cultivate virtue in a secondary-school context. It focuses on the philosophical assumptions behind the intervention development and some implications of the intervention. We explore character education and poetry teaching as a tool for moral reasoning through the means of the method of ‘poetic inquiry,’ drawing also on insights from Wittgenstein. Character education and ‘poetic inquiry’ share similar goals, but are not harmonious as far as theory and methodology goes. (...) It clearly matters what exactly is to be cultivated, and in this paper we show that ‘poetic inquiry’ and character education, if used to foster practical reasoning, can be used as a means of ethical-cum-emotional self-cultivation. What makes both these case-specific approaches effective, and to some extent unique, is the possible employment of creative writing, and the development of the intellectual virtue of creative critical thinking. (shrink)

In a formidable display of boundary-breaking scholarship, Kristján Kristjánsson analyzes and dispels misconceptions about Aristotle's views on morality, emotions and education that abound in the current literature - including claims of the emotional intelligence theorists that they have revitalized Aristotle's message for the present day. This is an arresting book that deepens the contemporary discourse on emotion cultivation and one that will excite any student of moral education, whether academic or practitioner.

The two central emotions of pride and jealousy have long been held to have no role in moral judgements, and have been a source of controversy in both ethics and moral psychology. Kristjan Kristjansson challenges this common view and argues that emotions are central to moral excellence and that both pride and jealousy are indeed ingredients of a well-rounded virtuous life.

1. Sae sidae rŭl yŏrŏ gan saramdŭl -- 2. Ŏdum ŭi sidae.

The Jubilee Centre’s new report, Virtuous Medical Practice, examines the place of character and values in the medical profession in Britain today. Its findings are drawn from a UK-focused multi-methods study of 549 doctors and aspiring doctors at three career stages, first and final year students and experienced doctors.

If there is one value that seems beyond reproach in modernity, it is that of the self and the terms that cluster around it, such as self-esteem, self-confidence and self-respect. It is not clear, however, that all those who invoke the self really know what they are talking about, or that they are all talking about the same thing. What is this thing called 'self', then, and what is its psychological, philosophical and educational salience? More specifically, what role do emotions (...) play in the creation and constitution of the self? This book proposes a realist, emotion-grounded conception of selfhood. In arguing for a closer link between selfhood and emotion than has been previously suggested, the author critically explores and integrates self research from diverse academic fields. This is a provocative book that should excite anyone interested in cutting-edge research on self-issues and emotions that lies at the intersection of psychology, philosophy of mind, moral philosophy and moral education. (shrink)

The aim of this article is to make a case for Aristotelian friendship as a ‘method’ of moral education qua mutual character development. After setting out some Aristotelian assumptions about friendship and education in the “Aristotle and Beyond: Some Basics about Character Friendship and Education”section, I devote the “Role-Model Moral Education Contrasted with Learning from Character Friends” section to role modelling and how it differs from the idea of cultivating character through friendships. “The Mechanisms of Learning from Character Friends” section (...) then explores the mechanisms of Aristotelian friendship education directly: those identified by him and those which can be elicited more obliquely from his texts. I end in the “Concluding Remarks and Classroom Applications” section with some reflections on how this model of friendship as a moral method could be applied in current educational contexts. While the idea of character friendship as an educational method comes with many assets, it also imports various liabilities that may lead to painful friendship terminations. I have put the spotlight on those liabilities in two previous articles. In contrast, the goal here is to impart a new edge and added force to the idea that a certain Aristotle-defined type of deep friendships may have a unique role to play in facilitating moral growth, above and beyond other developmental learning mechanisms. (shrink)

Phronesis has become a buzzword in contemporary medical ethics. Yet, the use of this single term conceals a number of significant conceptual controversies based on divergent philosophical assumptions. This paper explores three of them: on phronesis as universalist or relativist, generalist or particularist, and natural/painless or painful/ambivalent. It also reveals tensions between Alasdair MacIntyre’s take on phronesis, typically drawn upon in professional ethics discourses, and Aristotle’s original concept. The paper offers these four binaries as a possible analytical framework for classifying (...) and evaluating accounts of phronesis in the medical ethics literature. It argues that to make sense of phronesis as a putative ideal in professional medical ethics—for example, with the further aim of crafting interventions to cultivate phronesis in medical ethics education—the preliminary question of which conception of phronesis is most serviceable for the aim in question needs to be answered. The paper identifies considerable lack of clarity in the current discursive field on phronesis and suggests how that shortcoming can be ameliorated. (shrink)

ABSTRACT Initiatives to cultivate character and virtue in moral education at school continue to provoke sceptical responses. Most of those echo familiar misgivings about the notions of character, virtue and education in virtue ? as unclear, redundant, old-fashioned, religious, paternalistic, anti-democratic, conservative, individualistic, relative and situation dependent. I expose those misgivings as ?myths?, while at the same time acknowledging three better-founded historical, methodological and practical concerns about the notions in question.