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Jan Steutel [22]Jan W. Steutel [5]
  1. Doret J. De Ruyter & Jan W. Steutel (2013). The Promotion of Moral Ideals in Schools; What the State May or May Not Demand. Journal of Moral Education 42 (2):177-192.
    The content and boundaries of moral education the state may require schools to offer is a matter of contention. This article investigates whether the state may obligate schools to promote the pursuit of moral ideals. Moral ideals refer to (a cluster of) characteristics of a person as well as to situations or states that are believed to be morally excellent or perfect and that are not yet realised. Having an ideal typically means that the person is dedicated to realising the (...)
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  2. Jan Steutel & Doret J. De Ruyter (2011). What Should Be the Moral Aims of Compulsory Sex Education? British Journal of Educational Studies 59 (1):75-86.
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  3. Jan Steutel (2009). Sexual Freedom Rights for Adolescents? A Rejoinder to Agnes Tellings. Journal of Moral Education 38 (2):213-217.
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  4. Jan Steutel (2009). Towards a Sexual Ethics for Adolescence. Journal of Moral Education 38 (2):185-198.
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  5. Jan Steutel & Ben Spiecker (2004). Cultivating Sentimental Dispositions Through Aristotelian Habituation. Journal of Philosophy of Education 38 (4):531-549.
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  6. 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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  7. 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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  8. 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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  9. Jan Steutel & Ben Spiecker (2001). Gewoontevorming, emoties en morele opvoeding. Algemeen Nederlands Tijdschrift voor Wijsbegeerte 93 (1):3-15.
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  10. Ben Spiecker & Jan Steutel (2000). A Moral-Philosophical Perspective on Paedophilia and Incest. Educational Philosophy and Theory 32 (3):283–291.
  11. 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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  12. David Carr & Jan Steutel (1999). Moral Education. In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. 241.
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  13. David Carr & Jan Steutel (1999). Pointers, Problems and Prospects. In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. 247.
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  14. 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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  15. Jan Steutel (1999). The Virtues of Will-Power: Self-Control and Deliberation. In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. 129--142.
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  16. Jan Steutel & David Carr (1999). Virtue Ethics and the Virtue Approach to Moral Education. In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. 3--18.
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  17. Jan Steutel & B. Spiecker (1999). Liberalism and Critical Thinking. In Roger Marples (ed.), The Aims of Education. Routledge. 61--73.
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  18. Jan W. Steutel (1998). A Teleological Justification1. In David Carr (ed.), Education, Knowledge, and Truth: Beyond the Postmodern Impasse. Routledge. 129.
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  19. 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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  20. Jan W. Steutel (1997). The Virtue Approach to Moral Education: Some Conceptual Clarifications. Journal of Philosophy of Education 31 (3):395–407.
    There is a lot of talking and writing on virtues and education nowadays. In spite of this, a clear and convincing account of the defining characteristics of the virtue approach to moral education is still lacking. This paper suggests and discusses three different definitions of such an approach. With reference to each definition it is examined whether the virtue approach can be distinguished from other main perspectives on moral education, in particular from the so-called cognitive-developmental approach (including the just community (...)
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  21. Jan Steutel & Ben Speicker (1997). Rational Passions and Intellectual Virtues, A Conceptual Analysis. Studies in Philosophy and Education 16 (1/2):59-71.
    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 (...)
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  22. Ellis Van Dam & Jan Steutel (1996). On Emotion and Rationality: A Response to Barrett. Journal of Moral Education 25 (4):395-400.
    Abstract In a recent paper Richard Barrett criticises Solomon (and the so?called cognitivists in general) for dismissing irrational emotions as marginal and atypical. This paper argues that Barrett's criticism is unwarranted. Two explanations are suggested for his misconception of Solomon's view (and, more generally, of the cognitive view) on irrational emotions. First, Barrett mistakenly conceives the reconciliation of emotion and reason as a conciliation of emotion and rationality in an evaluative or normative sense. Secondly, Barrett disregards the difference between the (...)
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  23. 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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  24. 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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  25. Jan W. Steutel (1988). Forms of Reflection on Central Educational Concepts. Journal of Philosophy of Education 22 (2):163–171.
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  26. Jan W. Steutel (1986). Education, Motives and Virtues1. Journal of Moral Education 15 (3):179-188.
    Abstract Most parents value highly their children growing up to be just, sincere, reliable, kind and helpful people. This string of adjectives refers to certain qualities of character which are also called virtues. In this paper, I shall subject the typical motives (wants and aversions) of the virtuous human being to a conceptual investigation. Based on the results of this analysis, it will be possible to draw up an inventory of a number of important tasks educators face if they wish (...)
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