David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 29 (1):61-73 (2000)
Punishment seems taboo both in modern education and in theory. In so far as philosophers of education engage with this problem they follow the pattern of the philosophy of law: consequentialism or deontology. This article starts from another perspective. Its starting point is that punishment in education and upbringing must be seen as an interactive moral process. Two conditions are considered which have to be fulfilled before one can speak of educative punishment: punishment assumes a relationship based both on trust and on authority. The connection between punishment, guilt and shame is analysed and a number of ideas on punishment are set against the back drop of moral development. The outcome of these considerations is a substantial restriction of the occasions in upbringing where punishment can make sense in educative terms
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References found in this work BETA
Bernard Arthur Owen Williams (1981). Moral Luck: Philosophical Papers, 1973-1980. Cambridge University Press.
R. S. Peters (1970/1967). Ethics and Education. London,Allen and Unwin.
Bernard Williams (1992). Shame and Necessity. University of California Press.
Charles E. Larmore (1987). Patterns of Moral Complexity. Cambridge University Press.
Gabriele Taylor (1985). Pride, Shame, and Guilt: Emotions of Self-Assessment. Oxford University Press.
Citations of this work BETA
Peter Boghossian (2011). Socratic Pedagogy: Perplexity, Humiliation, Shame and a Broken Egg. Educational Philosophy and Theory 44 (7):710-720.
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