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  1. Jan Steutel & Ben Spiecker (2004). Cultivating Sentimental Dispositions Through Aristotelian Habituation. Journal of Philosophy of Education 38 (4):531-549.
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  2. Ben Spiecker & Jan Steutel (2003). Is a Traumatic Childhood Just Another Abuse Excuse? Educational Philosophy and Theory 35 (4):441–450.
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  3. Ben Spiecker & Jan Steutel (2002). Sex Between People with "Mental Retardation": An Ethical Evaluation. Journal of Moral Education 31 (2):155-169.
    Is sex between people with "mental retardation" morally permissible and, if at all, under what conditions? This paper tries to answer this question, but only with regard to sex between biologically mature individuals with mild or moderate mental retardation. First, the concepts of "sexual activity" and "mental retardation" are analysed briefly, which is challenging given the widely divergent and sometimes rather awkward definitions of these concepts. On the basis of this analysis, it is argued that the liberal principle of mutual (...)
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  4. Jan Steutel & Ben Spiecker (2002). Reasonable Paternalism and the Limits of Sexual Freedom: A Response to Greenspan and Leicester and Cooke. Journal of Moral Education 31 (2):189-194.
    This response argues that Greenspan's comment is basically incoherent, and that the position taken by Leicester and Cooke has unacceptable practical consequences. Greenspan admits that many people with 'mental retardation' lack adult decision-making capacities, but at the same time assumes that they have these very capacities in assigning them freedom rights. Leicester and Cooke consistently argue that people with 'mental retardation' do have adult reasoning powers and therefore should be given freedom rights. But this position has the rather disquieting implication (...)
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  5. Jan Steutel & Ben Spiecker (2001). Gewoontevorming, emoties en morele opvoeding. Algemeen Nederlands Tijdschrift Voor Wijsbegeerte 93 (1):3-15.
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  6. Ben Spiecker & Jan Steutel (2000). A Moral-Philosophical Perspective on Paedophilia and Incest. Educational Philosophy and Theory 32 (3):283–291.
  7. Jan Steutel & Ben Spiecker (2000). Authority in Educational Relationships. Journal of Moral Education 29 (3):323-337.
    The authority of educators in general, and the authority of the moral educator in particular, are central and pervasive themes in John Wilson's writings. This paper summarises his account of authority in educational relationships, not simply by describing the results of his analysis, but by reconstructing his views in terms of some basic distinctions between different types of authority, in particular the distinction between practical and theoretical authority, and the one between de jure and de facto authority. Next, the paper (...)
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  8. Bonnie Kent, Jan Steutel, David Carr, John Haldane, Paul Crittenden, Eamonn Callan, Joel J. Kupperman, Ben Spiecker & Kenneth A. Strike (1999). PART 4 107 Weakness and Integrity 8 Moral Growth and the Unity of the Virtues 109. In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge.
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  9. Ben Spiecker (1999). In Early Moral Upbringing. In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. 210.
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  10. Ben Spiecker & Jan Steutel (1997). Paedophilia, Sexual Desire and Perversity. Journal of Moral Education 26 (3):331-342.
    Abstract In our society adults who are guilty of having sex with prepubescent children often have a paedophile disposition. This paper first criticises the justifications that are given by paedophiles for having sex with children. Part of this criticism is a brief analysis of ?sexual desire? and ?erotic?. Next, the question is raised whether paedophile activities can ever be morally permissible. Using the principles of mutual consent and non?exploitation as touchstone, the question is answered in the negative. Finally, it is (...)
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  11. Ben Spiecker (1996). Japan and the American Identity. Journal of Philosophy of Education 30 (2):315–315.
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  12. Ben Spiecker & Jan Steutel (1996). Moral Identity and Education in a Multicultural Society. Studies in Philosophy and Education 15 (1-2):159-165.
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  13. Ben Spiecker & Elmer John Thiessen (1996). Review Article: Commitment to Liberal Education. Studies in Philosophy and Education 15 (3):281-300.
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  14. Ben Spiecker & Jan Steutel (1995). Political Liberalism, Civic Education and the Dutch Government. Journal of Moral Education 24 (4):383-394.
    Abstract Recently two members of the Dutch government, the Minister of Justice and the Minister of Education and Science, have stressed publicly the importance of ?the transmission of norms and values?. In this paper their public statements are evaluated from the perspective of a liberal conception of civic education. Such an assessment seems to be fair, since both people are, in their public role as ministers, key representatives of a liberal constitutional state. First, a brief analysis of the concept of (...)
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  15. Ben Spiecker (1992). Sexual Education and Morality. Journal of Moral Education 21 (1):67-76.
    Abstract Five interpretations of sexual education are distinguished. The analyses indicate that sexual education can neither be understood as learning to control the sexual impulses?, nor as ?the training or formation of sexual desire?. Elucidation of the meaning of the terms ?sexual desire? and ?erotic love? show that ?sexual education? can be understood as teaching (children) the moral tendencies in reference to sexual conduct. It is argued that infantile sexual desire? is based on a contradiction in terms and that ?erotic (...)
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  16. Ben Spiecker (1990). Forms of Trust in Education and Development. Studies in Philosophy and Education 10 (2):157-164.
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  17. Ben Spiecker (1988). Psychopathy: The Incapacity to Have Moral Emotions. Journal of Moral Education 17 (2):98-104.
    Abstract ?Lovelessness? and ?guiltlessness? are often seen as the distinctive features of the psychopath. These characteristics can be interpreted as a failure to have two sub?classes of moral emotions, the (moral) rule?emotions and the altruistic emotions. For a better understanding of this moral defect, a more detailed analysis of these types of moral emotions is given. The analysis indicates that the disorder is caused by the absence of the second component of both types of emotions. The psychopath misses a positive (...)
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  18. Ben Spiecker (1987). Indoctrination, Intellectual Virtues and Rational Emotions. Journal of Philosophy of Education 21 (2):261–266.