Abstract

I argue that if we accept the promotion of autonomy as an aim of education, then we should accept the promotion of skillful reflection as an aim of education. I set out the Dual Process Hypothesis of Reflection (DPHR), according to which both Type 1 and Type 2 cognitive processes play a role in an agent’s reflection. Next, I discuss how an agent’s reflection may be skillful, and how such reflection contributes to superior autonomy. I argue, however, that on the DPHR, skillful reflection, and so the superior sort of autonomy, is not cultivated by staying neutral on the good. The cultivation of autonomy, and so reflection, requires the training of what is worthy of reflection.