Skip to main content
Log in

Critical Thinking and Foundational Development

  • Published:
Studies in Philosophy and Education Aims and scope Submit manuscript

Abstract

We elaborate on Israel Scheffler's claim that principles of rationality can be rationally evaluated, focusing on foundational development, by which we mean the evolution of principles which are constitutive of our conceptualization of a certain domain of rationality. How can claims that some such principles are better than prior ones, be justified? We argue that Scheffler's metacriterion of overall systematic credibility is insufficient here. Two very different types of rational development are jointly involved, namely, development of general principles that are strictly constitutive of rationality as such, and development of specific principles determinative of our conceptualization of particular domains. For the first type a transcendental argument applies. As to the second, we show how foundational development is itself a condition of the possibility of its justification. In both cases only principles that are typical of the later stage yield the second order criterion in terms of which the evaluative comparison with former stages can be made and defended. In a discussion of problems involved we indicate to what extent Scheffler's idea of rationally justifiable rational development may be realized here, avoiding pitfalls of both foundationalism and relativism.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

REFERENCES

  • Neiman, A., & Siegel, H.: 1993, Objectivity and rationality in epistemology and education: Scheffler's middle road, Synthese, 94,55-83.

    Google Scholar 

  • Piaget, J.: 1932, Le jugement moral chez l'enfant, Paris: Presses Universitaires de France.

    Google Scholar 

  • Scheffler, I,: 1960, The Language of Education, Springfield: Thomas.

    Google Scholar 

  • Scheffler, I,: 1965, Conditions of Knowledge. An introduction to epistemology and education, Chicago: Scott Poresman. `

    Google Scholar 

  • Scheffler, I.: 1967, Science and Subjectivity, Indianapolis/New York: Hobbs-Merrill.

    Google Scholar 

  • Scheffler, I.: 1972, Vision and revolution: a postscript on Kuhn. Philosophy of Science, 39, 336-374.

    Google Scholar 

  • Scheffler, I.: 1973a, Reason and Teaching, London: Routledge & Kegan Paul.

    Google Scholar 

  • Scheffler, I.: 1973b, Philosophies-of and the curriculum. In J.F. Doyle (Ed.), Educational Judgments. Papers in the philosophy of education (pp. 209-218), London/Boston: Routledge & Kegan Paul.

    Google Scholar 

  • Scheffler, I.: 1986, Inquiries. Philosophical studies of language, science, and learning, Indianapolis: Hackett.

    Google Scholar 

  • Scheffler, I.: 1991, In Praise of the Cognitive Emotions and other Essays in the Philosophy of Education, New York/London: Routledge & Kegan Paul.

    Google Scholar 

  • Siegel, H.: 1988, Educating Reason. Rationality, critical thinking, and education, New York/London: Routledge.

    Google Scholar 

  • Siegel, H.: 1992, Justification by balance. Philosophy and Phenomenological Research, 52, 27-46.

    Google Scholar 

  • Siegel, H.: 1993, Justifying conceptual development claims: response to van Haaften. Journal of Philosophy of Education, 27, 79-85.

    Google Scholar 

  • Toulmin, S. 1977, Human Understanding. The collective use and evolution of concepts, Princeton: Princeton University Press.

    Google Scholar 

  • van Haaften, A.W.: 1984, Een ontwikketingstheoretische benadering van de 'is-ought question' [A developmental approach to the is-ought question]. Pedagogische Studiës, 61, 272-281.

    Google Scholar 

  • van Haaften, A.W.: 1990b, The justification of conceptual development claims. Journal of Philosophy of Education, 24, 51-69.

    Google Scholar 

  • van Haaften, A.W: 1990b, Can moral education be justified in moral education? In B. Spiecker & R. Straughan (Eds.), Philosophical Issues in Moral Education and Development (pp. 17-42), Milton Keynes/Philadelphia: Open University Press.

    Google Scholar 

  • van Haaften, A.W.: 1993, Conceptual development and relativism: reply to Siegel. Journal of Philosophy of Education, 27, 87-100.

    Google Scholar 

  • van Haaften, A.W., Korlhals, M., Widdershoven, G.A.M., Mul, J. de, & Snik, G.L.M.: 1986. Ontwikkelingsfilosofie [Philosophy of Development]. Muiderberg: Coutinho

    Google Scholar 

  • van Haaften, A.W., Korthals, M., & Wren, T.: 1996, Philosophy of Development. Reconstructing the foundations of human development and education, Dordrecht/Boston: Kluwer.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Van Haaften, W., Snik, G. Critical Thinking and Foundational Development. Studies in Philosophy and Education 16, 19–41 (1997). https://doi.org/10.1023/A:1004938718913

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1004938718913

Keywords

Navigation