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Anders Schinkel [30]A. Schinkel [1]
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Anders Schinkel
VU University Amsterdam
  1.  7
    The Educational Importance of Deep Wonder.Anders Schinkel - 2017 - Journal of Philosophy of Education 51 (2):538-553.
    That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement and bracket existing—potentially limiting—ways of thinking, seeing, and categorising. Yet wonder is not a single thing, and it is important to distinguish at least two kinds of wonder: (...)
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  2.  9
    Wonder and Moral Education.Anders Schinkel - 2018 - Educational Theory 68 (1):31-48.
  3.  84
    Voting Rights for Older Children and Civic Education.Michael Merry & Anders Schinkel - 2016 - Public Affairs Quarterly 30 (3):197-213.
    The issue of voting rights for older children has been high on the political and philosophical agenda for quite some time now, and not without reason. Aside from principled moral and philosophical reasons why it is an important matter, many economic, environmental, and political issues are currently being decided—sometimes through indecision—that greatly impact the future of today’s children. Past and current generations of adults have, arguably, mortgaged their children’s future, and this makes the question whether (some) children should be granted (...)
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  4.  13
    The Educational Importance of Deep Wonder.Anders Schinkel - 2016 - Journal of Philosophy of Education 50 (4).
    That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement and bracket existing—potentially limiting—ways of thinking, seeing, and categorising. Yet wonder is not a single thing, and it is important to distinguish at least two kinds of wonder: (...)
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  5.  23
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. de Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
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  6. Education and Life's Meaning.Anders Schinkel, Doret J. Ruyter & Aharon Aviram - 2016 - Journal of Philosophy of Education 50 (2):n/a-n/a.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
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  7.  41
    Formal Criteria for the Concept of Human Flourishing: The First Step in Defending Flourishing as an Ideal Aim of Education.Lynne S. Wolbert, Doret J. de Ruyter & Anders Schinkel - 2015 - Ethics and Education 10 (1):118-129.
    Human flourishing is the topic of an increasing number of books and articles in educational philosophy. Flourishing should be regarded as an ideal aim of education. If this is defended, the first step should be to elucidate what is meant by flourishing, and what exactly the concept entails. Listing formal criteria can facilitate reflection on the ideal of flourishing as an aim of education. We took Aristotelian eudaimonia as a prototype to construct two criteria for the concept of human flourishing: (...)
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  8.  99
    Causal and Moral Responsibility of Individuals for (the Harmful Consequences of) Climate Change.Anders Schinkel - 2011 - Ethics, Policy and Environment 14 (1):35-37.
  9.  15
    Wonder, Mystery, and Meaning.Anders Schinkel - 2018 - Philosophical Papers 48 (2):293-319.
    This paper explores the connection between wonder and meaning, in particular ‘the meaning of life’, a connection that, despite strong intrinsic connections between wonder and the (philosoph...
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  10. Martha Nussbaum on Animal Rights.Anders Schinkel - 2008 - Ethics and the Environment 13 (1):pp. 41-69.
    There is quite a long-standing tradition according to which the morally proper treatment of animals does not rely on what we owe them, but on our benevolence. Nussbaum wishes to go beyond this tradition, because in her view we are dealing with issues of justice. Her capabilities approach secures basic entitlements for animals, on the basis of their fundamental capacities. At the same time Nussbaum wishes to retain the possibility of certain human uses of animals, and to see them as (...)
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  11. The Problem of Moral Luck: An Argument Against its Epistemic Reduction.Anders Schinkel - 2009 - Ethical Theory and Moral Practice 12 (3):267-277.
    Whom I call ‘epistemic reductionists’ in this article are critics of the notion of ‘moral luck’ that maintain that all supposed cases of moral luck are illusory; they are in fact cases of what I describe as a special form of epistemic luck, the only difference lying in what we get to know about someone, rather than in what (s)he deserves in terms of praise or blame. I argue that epistemic reductionists are mistaken. They implausibly separate judgements of character from (...)
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  12. Filial Obligations: A Contextual, Pluralist Model. [REVIEW]Anders Schinkel - 2012 - The Journal of Ethics 16 (4):395-420.
    In this article I investigate the nature and extent of filial obligations. The question what (adult) children owe their parents is not only philosophically interesting, but also of increasing relevance in ageing societies. Its answer matters to elderly people and their adult children, and is relevant to social policy issues in various ways. I present the strongest arguments for and against three models of filial obligations: the ‘past parental sacrifices’ model, the ‘special relationship’ model, and the conventionalist model. There is (...)
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  13.  11
    What Kind of Theory Should Theory on Education for Human Flourishing Be?Lynne S. Wolbert, Doret J. De Ruyter & Anders Schinkel - 2019 - British Journal of Educational Studies 67 (1):25-39.
  14.  13
    Individual Moral Development and Moral Progress.Anders Schinkel & Doret J. Ruyter - 2017 - Ethical Theory and Moral Practice 20 (1):121-136.
    At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...)
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  15.  32
    Compulsory Autonomy-Promoting Education.Anders Schinkel - 2010 - Educational Theory 60 (1):97-116.
    Today, many liberal philosophers of education worry that certain kinds of education may frustrate the development of personal autonomy, with negative consequences for the individuals concerned, the liberal state, or both. Autonomy liberals hold not only that we should promote the development of autonomy in children, but also that this aim should be compulsory for all schools, private or public, religious or nonreligious. In this article, Anders Schinkel provides a systematic overview, categorization, and analysis of liberal arguments for compulsory autonomy‐promoting (...)
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  16.  49
    Justifying Compulsory Environmental Education in Liberal Democracies.Anders Schinkel - 2009 - Journal of Philosophy of Education 43 (4):507-526.
    The need for education for (as opposed to about) sustainability is urged from many sides. Initiatives in this area tend to focus on formal education. Governmental, supra-governmental and non-governmental bodies all expect much of this kind of education, which is to transform children—and through them society—in the direction of sustainability. Due to the combination of great transformative expectations or ambitions and a focus on schooling (the idea of) compulsory environmental education poses potentially severe problems for governments committed to liberal principles, (...)
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  17.  10
    Education as Mediation Between Child and World: The Role of Wonder.Anders Schinkel - forthcoming - Studies in Philosophy and Education:1-14.
    Education as a deliberate activity and purposive process necessarily involves mediation, in the sense that the educator mediates between the child and the world. This can take different forms: the educator may function as a guide who initiates children into particular practices and domains and their modes of thinking and perceiving; or act as a filter, selecting what of the world the child encounters and how; or meet the child as representative of the adult world. I look at these types (...)
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  18.  80
    Huck Finn, Moral Language and Moral Education.Anders Schinkel - 2011 - Journal of Philosophy of Education 45 (3):511-525.
    The aim of this article is twofold. Against the traditional interpretation of ‘the conscience of Huckleberry Finn’ (for which Jonathan Bennett's article with this title is the locus classicus) as a conflict between conscience and sympathy, I propose a new interpretation of Huck's inner conflict, in terms of Huck's mastery of (the) moral language and its integration with his moral feelings. The second aim is to show how this interpretation can provide insight into a particular aspect of moral education: learning (...)
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  19.  57
    Imagination as a Category of History: An Essay Concerning Koselleck's Concepts Of.Anders Schinkel - 2005 - History and Theory 44 (1):42-54.
    Reinhart Koselleck is an important thinker in part for his attempt to interpret the cultural changes resulting in our modern cultural outlook in terms of the historical categories of experience and expectation. In so doing he tried to pay equal attention to the static and the changing in history. This article argues that Koselleck’s use of “experience” and “expectation” confuses their metahistorical and historical meaning, with the result that his account fails to do justice to the static, to continuity in (...)
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  20. Niet mijn fout? Klimaatverandering en de morele verantwoordelijkheid van individuen.Anders Schinkel - 2010 - Filosofie En Praktijk 31 (4):22.
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  21.  12
    Child Rearing, Risk, and Striving for Human Flourishing.Lynne Wolbert, Doret J. de Ruyter & Anders Schinkel - 2018 - Educational Theory 68 (4-5):529-545.
  22.  43
    The Object of History.Anders Schinkel - 2006 - Essays in Philosophy 7 (2):13.
    The phrase ‘the object of history’ may mean all sorts of things. In this article, a distinction is made between object1, the object of study for historians, and object2, the goal or purpose of the study of history. Within object2, a distinction is made between a goal intrinsic to the study of history and an extrinsic goal, the latter being what the study of history should contribute to society. The main point of the article, which is illustrated by a discussion (...)
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  23.  35
    Neera K. Badhwar, Well-Being: Happiness in a Worthwhile Life: Oxford University Press, Oxford, 2014 € 55.95.Anders Schinkel - 2015 - Ethical Theory and Moral Practice 18 (4):883-886.
    It is safe to say that in recent years there has been no dearth of publications on well-being, happiness, and human flourishing. That is true even if we disregard the psychological literature, and focus on philosophy. In 2014 alone, at least two other books have appeared with a similar purpose and purview as Badhwar’s: Paul Bloomfield’s The Virtues of Happiness and Lorraine Besser-Jones’ Eudaimonic Ethics: The Philosophy and Psychology of Living Well . The renaissance of virtue ethics, in particular the (...)
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  24.  22
    Education and Life's Meaning.Anders Schinkel, Doret J. de Ruyter & Aharon Aviram - 2016 - Journal of Philosophy of Education 50 (3):398-418.
    There are deep connections between education and the question of life's meaning, which derive, ultimately, from the fact that, for human beings, how to live—and therefore, how to raise one's children—is not a given but a question. One might see the meaning of life as constitutive of the meaning of education, and answers to the question of life's meaning might be seen as justifying education. Our focus, however, lies on the contributory relation: our primary purpose is to investigate whether and (...)
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  25.  26
    On the Relations Between Parents' Ideals and Children's Autonomy.Doret J. de Ruyter & Anders Schinkel - 2013 - Educational Theory 63 (4):369-388.
    In this article Doret J. de Ruyter and Anders Schinkel argue that parents' ideals can enhance children's autonomy, but that they may also have a detrimental effect on the development of children's autonomy. After describing the concept of ideals and elucidating a systems theoretical conception of autonomy, de Ruyter and Schinkel explore the ways in which the ideals of parents may play a role in the development of their children's autonomy. They show that abstract and complex ideals of parents (be (...)
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  26.  10
    Geweten Als Ervaring, Symbool En Concept.Anders Schinkel - 2017 - Algemeen Nederlands Tijdschrift voor Wijsbegeerte 109 (3):289-308.
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  27.  25
    History and Historiography in Process.Anders Schinkel - 2004 - History and Theory 43 (1):39–56.
    Although in philosophical dictionaries and the like, Alfred North Whitehead is often praised as one of the most original thinkers of the twentieth century, his work has been virtually ignored. The articles and books that are concerned with Whitehead’s philosophy, with the exception of the work of Dale H. Porter, hardly ever mention the relevance that it has for the philosophy of history and for historiography. I intend to demonstrate this relevance in this article. For this purpose, I will explore (...)
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  28.  12
    Getting Involved: Global Citizenship Development and Sources of Moral Values.Anders Schinkel - 2009 - Journal of Moral Education 38 (3):385-387.
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