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  1. Stefaan E. Cuypers (2013). Moral Shallowness, Metaphysical Megalomania, and Compatibilist-Fatalism. Ethical Theory and Moral Practice 16 (1):173-188.
    In the debate on free will and moral responsibility, Saul Smilansky is a hard source-incompatibilist who objects to source-compatibilism for being morally shallow. After criticizing John Martin Fischer’s too optimistic response to this objection, this paper dissipates the charge that compatibilist accounts of ultimate origination are morally shallow by appealing to the seriousness of contingency in the framework of, what Paul Russell calls, compatibilist-fatalism. Responding to the objection from moral shallowness thus drives a wedge between optimists and fatalists within the (...)
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  2. Ishtiyaque Haji, Stefaan E. Cuypers & Yannick Joye (2013). Architecture, Ethical Perception, and Educating for Moral Responsibility. Journal of Aesthetic Education 47 (3):1-23.
    Architecture has a marked influence on ethical perception. Ethical perception, in turn, has a pronounced influence on what we are morally responsible for, our decisions, choices, intentional omissions, and overt actions, for instance. It thus stands to reason that architecture bears saliently on moral responsibility. If we now introduce a widely accepted premise that one of the fundamental aims of education is to see that our children turn into morally responsible agents, we can further infer that architecture has an influence (...)
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  3. Ishtiyaque Haji, Stefaan E. Cuypers, Yannick Joye, S. K. Wertz, Estelle R. Jorgensen, Iris M. Yob, Jeffrey Wattles, Sabrina D. Misirhiralall, Eric C. Mullis & Seth Lerer (2013). 1. Front Matter Front Matter (Pp. I-Iii). Journal of Aesthetic Education 47 (3).
     
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  4. Stefaan E. Cuypers (2012). On the Compatibilist Origination of Moral Responsibility. Philosophica 85 (2):11-33.
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  5. Stefaan E. Cuypers (2012). R.S. Peters' 'The Justification of Education' Revisited. Ethics and Education 7 (1):3 - 17.
    In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...)
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  6. Andreas De Block & Stefaan E. Cuypers (2012). Why Darwinians Should Not Be Afraid of Mary Douglas—And Vice Versa The Case of Disgust. Philosophy of the Social Sciences 42 (4):459-488.
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  7. Stefaan E. Cuypers & Christopher Martin (eds.) (2011). Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education. Wiley-Blackwell.
    Machine generated contents note: Preface (Paul Standish).Introduction: Reading R. S. Peters on Education Today (Stefaan E. Cuypers and Christopher Martin).Part I: The Conceptual Analysis of Education and Teaching.1. Was Peters Nearly Right About Education? (Robin Barrow).2. Learning Our Concepts (Megan Laverty).3. On Education and Initiation (Michael Luntley).4. Ritual, Imitation and Education in R. S. Peters (Bryan Warnick).5. Transformation and Education: the Voice of the Learner in Peters' Concept of Teaching (Andrea English).Part II: The Justification of Educational Aims and the Curriculum.6. (...)
     
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  8. Ishtiyaque Haji & Stefaan E. Cuypers (2011). Ultimate Educational Aims, Overridingness, and Personal Well-Being. Studies in Philosophy and Education 30 (6):543-556.
    Discussion regarding education’s aims, especially its ultimate aims, is a key topic in the philosophy of education. These aims or values play a pivotal role in regulating and structuring moral and other types of normative education. We outline two plausible strategies to identify and justify education’s ultimate aims. The first associates these aims with a normative standpoint, such as the moral, prudential, or aesthetic, which is overriding, in a sense of ‘overriding’ to be explained. The second associates education’s ultimate aims (...)
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  9. Stefaan E. Cuypers (2010). The Trouble with Harry. Journal of Philosophical Research 29:235-254.
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  10. Stefan Rummens & Stefaan E. Cuypers (2010). Determinism and the Paradox of Predictability. Erkenntnis 72 (2):233 - 249.
    The inference from determinism to predictability, though intuitively plausible, needs to be qualified in an important respect. We need to distinguish between two different kinds of predictability. On the one hand, determinism implies external predictability , that is, the possibility for an external observer, not part of the universe, to predict, in principle, all future states of the universe. Yet, on the other hand, embedded predictability as the possibility for an embedded subsystem in the universe to make such predictions, does (...)
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  11. Lukas van Oudenhove & Stefaan E. Cuypers (2010). The Philosophical "Mind-Body Problem" and Its Relevance for the Relationship Between Psychiatry and the Neurosciences. Perspectives in Biology and Medicine 53 (4):545-557.
    Psychiatry is a discipline on the border between the biomedical sciences on the one hand and the humanities and social sciences (most notably psychology and anthropology) on the other. This unique position undoubtedly contributes to the attractiveness of psychiatry as a medical specialism for many young doctors, but it also causes significant problems. Unlike other medical disciplines, in which the definitions of diseases are based on objective, measurable pathophysiological underpinnings, psychiatric diagnosis and classification has been based on descriptions of inherently (...)
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  12. Stefaan E. Cuypers (2009). Autonomy in R. S. Peters' Educational Theory. Journal of Philosophy of Education 43 (1):189-207.
    Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy.
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  13. Stefaan E. Cuypers (2009). Educating for Authenticity : The Paradox of Moral Education Revisited. In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press. 122--144.
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  14. Stefaan E. Cuypers & Christopher Martin (2009). Reading R. S. Peters on Education Today. Journal of Philosophy of Education 43 (s1):3-7.
    This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns.
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  15. Igor Douven & Stefaan E. Cuypers (2009). Fricker on Testimonial Justification. Studies in History and Philosophy of Science Part A 40 (1):36-44.
    Elizabeth Fricker has recently proposed a principle aimed at stating the necessary and sufficient conditions for testimonial justification. Her proposal entails that a hearer is justified in believing a speaker’s testimony only if she recognizes the speaker to be trustworthy, which, given Fricker’s internalist commitments, requires the hearer to have within her epistemic purview grounds which justify belief in the speaker’s trustworthiness. We argue that, as it stands, Fricker’s principle is too demanding, and we propose some amendments to it. We (...)
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  16. Carlos J. Moya & Stefaan E. Cuypers (2009). Introduction: Responsibility for Action and Belief. Philosophical Explorations 12 (2):81 – 86.
  17. Stefaan E. Cuypers (2008). Autonomy Beyond Voluntarism. Canadian Journal of Philosophy 30 (2):225-256.
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  18. Ishtiyaque Haji & Stefaan E. Cuypers (2008). Authenticity-Sensitive Preferentism and Educating for Well-Being and Autonomy. Journal of Philosophy of Education 42 (1):85-106.
    An overarching aim of education is the promotion of children's personal well-being. Liberal educationalists also support the promotion of children's personal autonomy as a central educational aim. On some views, such as John White's, these two goals—furthering well-being and cultivating autonomy—can come apart. Our primary aim in this paper is to argue for a species of a stronger view: assuming preferentism as our axiology, we suggest that there is an essential association between the autonomy of our springs of action, such (...)
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  19. Stefaan E. Cuypers & Ishtiyaque Haji (2007). Authentic Education and Moral Responsibility. Journal of Applied Philosophy 24 (1):78–94.
  20. Ishtiyaque Haji & Stefaan E. Cuypers (2007). Love Imperiled. European Journal of Analytic Philosophy 3 (1):0-0.
  21. Ishtiyaque Haji & Stefaan E. Cuypers (2007). Magical Agents, Global Induction, and the Internalism/Externalism Debate. Australasian Journal of Philosophy 85 (3):343 – 371.
    Externalism is the view that facts about one's history or past in the external world that bear on the acquisition of one's responsibility-grounding psychological elements are pertinent to whether one's actions are free and, hence, pertinent to whether one can be morally responsible for them. Internalism is the thesis that the conditions of moral responsibility can be specified independently of facts about how the person acquired her responsibility-grounding psychological elements. In this paper we defend a position that navigates between externalism (...)
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  22. Stefaan E. Cuypers (2006). The Trouble with Externalist Compatibilist Autonomy. Philosophical Studies 129 (2):171-196.
    In this paper, I try to show that externalist compatibilism in the debate on personal autonomy and manipulated freedom is as yet untenable. I will argue that Alfred R. Mele’s paradigmatic, history-sensitive externalism about psychological autonomy in general and autonomous deliberation in particular faces an insurmountable problem: it cannot satisfy the crucial condition of adequacy “H” for externalist theories that I formulate in the text. Specifically, I will argue that, contrary to first appearances, externalist compatibilism does not resolve the CNC (...)
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  23. Stefaan E. Cuypers & Ishtiyaque Haji (2006). Education for Critical Thinking: Can It Be Non-Indoctrinative? Educational Philosophy and Theory 38 (6):723–743.
  24. Ishtiyaque Haji & Stefaan E. Cuypers (2006). Hard- and Soft-Line Responses to Pereboom's Four-Case Manipulation Argument. Acta Analytica 21 (4):19 - 35.
    Derk Pereboom has advanced a four-case manipulation argument that, he claims, undermines both libertarian accounts of free action not committed to agent-causation and compatibilist accounts of such action. The first two cases are meant to be ones in which the key agent is not responsible for his actions owing to his being manipulated. We first consider a “hard-line” response to this argument that denies that the agent is not morally responsible in these cases. We argue that this response invites a (...)
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  25. Katrien Schaubroeck & Stefaan E. Cuypers (2006). Book Review. [REVIEW] Journal of Value Inquiry 40 (4):489-496.
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  26. Stefaan E. Cuypers (2005). Het probleem van vrijheid en déterminisme in de hedendaagse analytische wijsbegeerte. Algemeen Nederlands Tijdschrift voor Wijsbegeerte 97 (4).
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  27. Ishtiyaque Haji & Stefaan E. Cuypers (2005). Moral Responsibility, Love, and Authenticity. Journal of Social Philosophy 36 (1):106–126.
  28. Stefaan E. Cuypers (2004). Critical Thinking, Autonomy and Practical Reason. Journal of Philosophy of Education 38 (1):75–90.
  29. Stefaan E. Cuypers (2004). The Trouble with Harry: Compatibilist Free Will Internalism and Manipulation. Journal of Philosophical Research 29 (February):235-254.
  30. Ishtiyaque Haji & Stefaan E. Cuypers (2004). Moral Responsibility and the Problem of Manipulation Reconsidered. International Journal of Philosophical Studies 12 (4):439 – 464.
    It has been argued that all compatibilist accounts of free action and moral responsibility succumb to the manipulation problem: evil neurologists or their like may manipulate an agent, in the absence of the agent's awareness of being so manipulated, so that when the agent performs an action, requirements of the compatibilist contender at issue are satisfied. But intuitively, the agent is not responsible for the action. We propose that the manipulation problem be construed as a problem of deviance. In troubling (...)
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  31. Robrecht Vanderbeeken & Stefaan E. Cuypers (2004). Introduction: Beyond Empiricism in the Social Explanation of Action. Philosophical Explorations 7 (3):197 – 200.
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  32. Stefaan E. Cuypers (2001). Self-Identity and Personal Autonomy an Analytical Anthropology. Monograph Collection (Matt - Pseudo).
     
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  33. Ishtiyaque Haji & Stefaan E. Cuypers (2001). Libertarian Free Will and CNC Manipulation. Dialectica 55 (3):221-238.
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  34. Stefaan E. Cuypers (2000). Autonomy Beyond Voluntarism: In Defense of Hierarchy. Canadian Journal of Philosophy 30 (2):225-256.
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  35. Stefaan E. Cuypers (2000). Alfred Mele's Voluntaristic Conception of Autonomy. In A. van den Beld (ed.), Moral Responsibility and Ontology. Kluwer. 259--270.
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  36. Stefaan E. Cuypers (1999). The Philosophy of Psychopathology. Philosophical Explorations 2 (3):154 – 158.
  37. Stefaan E. Cuypers (1998). Das Problem der personalen Identität in der analytischen Philosophie. Zeitschrift für Philosophische Forschung 52 (4):568 - 588.
    In the course of presenting the classical debate on personal identity in analytical philosophy, the article argues that this debate leads to an aporetic result. Neither the Bundel Theory nor the Ego Theory can adequately account for both the nature and the importance of personal identity. According to the empiricist account the importance of personal identity is nothing but an existential fiction, while according to the metaphysical account the nature of personal identity in the last analysis consists of an ontological (...)
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  38. Stefaan E. Cuypers (1998). Harry Frankfurt on the Will, Autonomy and Necessity. Ethical Perspectives 5 (1):44-52.
    In this paper, I want to give an interpretation of Harry Frankfurt’s complex theory of the will with respect to the issue of “autonomy and necessity”. My central claim is that Frankfurt’s employment of the concept of the will is equivocal. He actually uses three distinct conceptions of the will without ever distinguishing them from one another. I shall introduce and justify such a clarifying tripartite distinction. Although my discussion will be limited to Frankfurt’s view of the will, this distinction (...)
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  39. Stefaan E. Cuypers (1998). Philosophical Atomism and the Metaphysics of Personal Identity. International Philosophical Quarterly 38 (4):349-368.
    There is something deeply wrong with the debate on personal identity in contemporary analytical philosophy. This paper offers an overall view in terms of which this debate can be diagnosed and offered a therapy. In the diagnostic sections, the bundle and ego-theory are described as forms of the selfsame philosophical atomism, and the untenability of one strand in this still highly influential habit of thought is demonstrated. In the therapeutic section, the author exposes in what way Peter Strawson's descriptive metaphysics (...)
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  40. Stefaan E. Cuypers (1998). Robust Activity, Event-Causation, and Agent-Causation. In J. A. M. Bransen & S. E. Cuypers (eds.), Human Action, Deliberation and Causation. Dordrecht: Kluwer. 271--294.
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  41. Stefaan E. Cuypers (1998). Stoffige Geesten — Essay over het materialisme in de analytische psychologie. Tijdschrift Voor Filosofie 60 (3):620-621.
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  42. Stefaan E. Cuypers (1998). The Metaphysical Foundations of Hugh Maccoll's Religious Ethics. Nordic Journal of Philosophical Logic 3:175-196.
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  43. Stefaan E. Cuypers (1997). Het ik en de persoonsidentiteit in Russells logisch atomisme. Bijdragen 58 (1):29-55.
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  44. Stefaan E. Cuypers (1997). Het Ik En De Persoonsidentiteit In Russells Logisch AtomismeThe 'i' And Personal Identity In Russell's Logical Atomism. Bijdragen 58 (1):29-55.
    Although the contributions of John Locke's memory-theory and David Hume's bundle-theory to the construction of the contemporary empiricist theory of personal identity are explicitly acknowledged, empiricist philosophers relatively neglect another important source of inspiration in their debate on personal identity in analytical philosophy, namely Bertrand Russell's philosophy of logical atomism. However, Derek Parfit's radically empiricist and impersonal view on personal identity implicitly is a direct heir of Russell's view on personal identity. In this article, I try to make explicit the (...)
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  45. Stefaan E. Cuypers (1995). What Wittgenstein Would Have Said About Personal Autonomy. Studies in Philosophy and Education 14 (2-3):251-265.
  46. Jon Elster & Stefaan E. Cuypers (1995). Indirecte Rede Jon Elster Over Rationaliteit En Irrationaliteit. Monograph Collection (Matt - Pseudo).
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  47. Stefaan E. Cuypers (1994). L'impossible Naturalisme de la Psychosémantique de Fodor. Dialectica 48 (3):231.
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  48. Stefaan E. Cuypers (1993). Searle, Dennett and Davidson on Original Intentionality. In Werner Stelzner (ed.), Philosophie Und Logik: Frege-Kolloquien 1989 Und 1991. De Gruyter. 215-225.
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  49. Stefaan E. Cuypers (1992). Davidson en Wittgenstein over het menselijk handelen. Bijdragen 53 (3):291-311.
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  50. Stefaan E. Cuypers (1992). Is Personal Autonomy the First Principle of Education? Journal of Philosophy of Education 26 (1):5–17.
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