Online research in philosophy

If we accept Popper's idea that the human habitat is described in terms of three worlds, and that there are overlaps between these three worlds, our moral actions and values will also be subject to the same kinds of consideration as a repertoire of behaviours exhibited in a physical environment. We will develop moral habits in a moral habitat and our moral behaviours will also be dependent on the kind of moral habitat in which we find ourselves.There are three main (...) problems to which this analysis leads and on which we will focus in this paper. Firstly, there is the problem of the kind of moral environment—habitat—that we need to provide for human beings if they are to develop the kinds of moral values that we hold to be important. Secondly, there is the question of how we are to develop the kinds of moral habits themselves and thirdly, there is the question of how these moral habits and habitat are to be maintained. If we take Popper seriously then human beings have a crucial responsibility in the creation of a moral third world—that is, a habitat in which human beings can flourish. Schools have an important role as a moral habitat for the inculcation of good moral habits. (shrink)

In the mind of many governments the aim of education is not just to develop the potential of each young person and adult, but to also develop their creativity. Part of the logic of the rhetoric of constant improvement is that the improvement of literacy and numeracy is not enough, but that education must also unlock thepotential of every human being. Though few, if any, would dispute this as a laudable aim of education, the equating of creativity with the development (...) of a person’s full potential is misguided. Though creativity does admit of degrees, at its highest level, it breaks new theoretical ground, solves formerly intractable problems and inspires new approaches to practical problems; at this level it cannot be taught and doubtful whether anyone can be taught to be creativeat any level. Moreover, the products of creative work will not always have economic value. It is argued that though it is important to encourage creativity, it should not be expected that creative outcomes will follow from such encouragement. The nature of creativity is such that governments should be careful what they wishfor. (shrink)