David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Studies in Philosophy and Education 16 (1/2):59-71 (1997)
Intellectual virtues like open-mindedness, clarity, intellectual honesty and the willingness to participate in rational discussions, are conceived as important aims of education. In this paper an attempt is made to clarify the specific nature of intellectual virtues. Firstly, the intellectual virtues are systematically compared with moral virtues. The upshot is that considering a trait of character to be an intellectual virtue implies assuming that such a trait can be derived from, or is a specification of, the cardinal virtue of concern and respect for truth. Secondly, several (possible) misconceptions of intellectual virtues are avoided by making the required distinctions. For example, it is argued that our concept of an intellectual virtue should not be confused with a normative conception of intellectual virtuousness
|Keywords||Philosophy Philosophy of Education Education Testing and Evaluation Theory of Education|
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Ben Spiecker & Jan Steutel (2000). A Moral-Philosophical Perspective on Paedophilia and Incest. Educational Philosophy and Theory 32 (3):283–291.
Ellis Van Dam & Jan Steutel (1996). On Emotion and Rationality: A Response to Barrett. Journal of Moral Education 25 (4):395-400.
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