David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 42 (2):201-218 (2008)
Most modern moral theories are impartialist in character. They perceive the demands of morality as standing in opposition to partial concerns and acting as constraints upon them. In this paper I argue that our partial concerns in general, and our love and concern for others in particular, are not ultimately at odds with the demands of morality, impartially understood, but are the necessary preconditions of our being motivated by impartial morality. If we are to care about morality, we must first care about people and things other than morality. If we are to be educated morally, we must first be educated in the emotions.
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References found in this work BETA
Harry G. Frankfurt (1988). The Importance of What We Care About: Philosophical Essays. Cambridge University Press.
David P. Gauthier (1986). Morals by Agreement. Oxford University Press.
William James (1891). The Moral Philosopher and the Moral Life. International Journal of Ethics 1 (3):330-354.
John Rawls (2009/2005). A Theory of Justice. In Steven M. Cahn (ed.), Philosophy and Rhetoric. Oxford University Press 133-135.
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Citations of this work BETA
Yusef Waghid & Paul Smeyers (2012). Reconsidering Ubuntu: On the Educational Potential of a Particular Ethic of Care. Educational Philosophy and Theory 44 (s2):6-20.
Matthew Clarke & Barbara Hennig (2012). Motivation as Ethical Self-Formation. Educational Philosophy and Theory 45 (1):77-90.
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