Authenticity-sensitive preferentism and educating for well-being and autonomy

Journal of Philosophy of Education 42 (1):85-106 (2008)
Abstract
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 is an essential association between the autonomy of our springs of action, such as desires and beliefs, on the one hand, and personal well-being, on the other. If we are right about this link, then we have at our disposal a partial (non-instrumental) validation of the liberal ideal of autonomy.
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Citations of this work BETA
Johannes Giesinger (2010). Free Will and Education. Journal of Philosophy of Education 44 (4):515-528.
Mark Piper (2011). The Prudential Value of Education for Autonomy. Journal of Philosophy of Education 45 (1):19-35.
Stefaan E. Cuypers (2009). Autonomy in R. S. Peters' Educational Theory. Journal of Philosophy of Education 43 (1):189-207.
Jeffrey Morgan (2013). Buddhism and Autonomy‐Facilitating Education. Journal of Philosophy of Education 47 (4):509-523.
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