Online research in philosophy

Part IV. Section 2. Self-Respect and Autonomy: Meyers's discussion of self-respect takes into account work by Stephen Darwall, Thomas Hill, Jr., and Stephen Massey and proposes a unified triadic account that undermines the distinction between self-respect and self-esteem. After distinguishing compromised respect from unqualified respect, she shows why self-respect is both required for and a product of exercising autonomy competency.

Part II. Section 5. Interests, Self-Interest and Autonomy: Two questions drive this chapter: 1) What kinds of things can be objects of autonomous choices? and 2) How are these related to an individual's authentic self? If self-interest is construed as securing a set of basic goods for oneself, personal autonomy and self-interest can collide. Still, Meyers holds that autonomy based on exercising autonomy competency is compatible with the dominance principle, which counsels opting for a course of action that satisfies at least one more authentic desire than other available possibilities.

Part III. Section 2. Feminine and Masculine Socialization: Two main problems are explored: 1) How are girls and boys socialized in contemporary western societies? and 2) What are adult women and men like? Meyers appropriates the main outlines of Simone de Beauvoir's account of feminine socialization in The Second Sex, but she also discusses more recent research.

Part IV. Section 1. The Personal and the Political Value of Autonomy: Disparities in autonomy competency number among the many ways in which women and men in western societies are unequal. Meyers holds that although personal autonomy is not the sole or paramount value, medial autonomy is not only a personal good, but is also a political good.

Part II. Section 4. Autonomy Competency: Meyers takes John Rawls to task for giving a superficial account of autonomy. Endorsing deliberative rationality, he furnishes no account of how to achieve it. Meyers argues that her conception of autonomy competency fills the gap in Rawls's theory. Moreover, it is compatible with the emotional bonds of a relational self, and, acknowledging human fallibility, it provides an account of how autonomous people can recognize and correct their missteps. In the context of a critique of Michael Sandel's distinction between the cognitive self and the voluntarist self, Meyers shows that autonomy competency allows for individual control and innovation without denying the social situatedness of the autonomous subject.

Part III. Section 4. Full Autonomy - An Attainable Ideal: Maximal or full autonomy is an unrealistic goal for all people. Contrary to a common assumption, however, masculine socialization does not generally result in full autonomy, but rather in medial autonomy. Conformism is as much of an obstacle to the full autonomy of men as it is for women. Still, men in western cultures are more likely to be more autonomous than women, and this discrepancy calls for change.

Contrasting ontological accounts of autonomy with procedural accounts, Meyers defends the procedural model. For Meyers, the key question for a theory of autonomy is how people make decisions. She introduces the idea of autonomy competency - a repertoire of coordinated skills that make self-discovery, self-definition, and self-direction and hence autonomy possible. The authentic self is a self that has some degree of proficiency with respect to this competency and that emerges and evolves through the exercise of this competency. Meyers distinguishes programmatic autonomy - living an autonomous life - from episodic autonomy - making particular decisions autonomously.

Part II. Section 1. Recent Accounts of Autonomy: Emphasizing the problematic relationship between autonomy and socialization, Meyers explores prominent views of autonomy, including Robert Young's, Stanley Benn's, Harry Frankfurt's, Gerald Dworkin's, and Gary Watson's. Having identified three main models for "rescuing autonomy from socialization," she identifies a single defect underlying all of them - namely, their assumption that personal autonomy requires transcending socialization through free will.

Part III. Section 1. Theories of Socialization. Autonomy as autonomy competency acknowledges the necessity of socialization for autonomy. Preliminary to considering this claim in relation to gender, Meyers sketches three social scientific models of socialization - psychoanalysis, social learning, and cognitive development.

Part III. Section 5. Autonomy-Enhancing Socialization: Meyers seeks a remedy for gendered inequality with respect to autonomy in processes of socialization. After critically examining proposals offered by Beauvoir, Chodorow, and Radcliffe Richards, Meyers describes a pedagogical model that fosters assertiveness and intimacy while avoiding the inculcation of aggression and that actively nurtures the development of autonomy skills.