Persons and their Preferences

Journal of Philosophy of Education

Volumn 31, Issue 1, 1997, Pages 143-179

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EID: 0346540861     PISSN: 03098249     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9752.00048     Document Type: Review

References (52)

1. See Williams, B., (1962), op. cit. and discussion in chapter five above.
2. Locke, J., Second Treatise of Civil Government, para 27.
3. i. e. 'to each whatever he/she has acquired by fair means'.
4. i. e. 'to each according to her/his need/ merit/ desert/ contribution to society', etc.
5. Flew, A. (1983), Competition and co-operation, equality and elites, Journal of Philosophy of Education, 17. 2, p. 267.
6. See chapter five.
7. See Dworkin, R., A Matter of Principle, (London, Harvard University Press, 1985).
8. Ibid., p. 229.
9. Ibid.
10. No references are given here since these debates constitute a whole industry in education and psychology. For key references see bibliography to Jonathan, R. (1986) Giftedness and Education (Edinburgh, Scottish Office Education Department).
11. Nor indeed as they appear in disputes about the extent and origins of gender differentiation in traits, abilities and inclinations; see Jonathan, R. (1983), Education, gender and the nature/culture controversy, Journal of Philosophy of Education, 13 2, pp. 3-10. and Jonathan, R. (1989), Gender socialisation and the nature/culture controversy: the dualist's dilemma, Educational Philosophy and Theory, 21.2 Special Issue, pp. 40-48.
12. Nor indeed as they appear in disputes about the extent and origins of gender differentiation in traits, abilities and inclinations; see Jonathan, R. (1983), Education, gender and the nature/culture controversy, Journal of Philosophy of Education, 13 2, pp. 3-10. and Jonathan, R. (1989), Gender socialisation and the nature/culture controversy: the dualist's dilemma, Educational Philosophy and Theory, 21.2 Special Issue, pp. 40-48.
13. Representative of expert advice of this sort, among many hundreds of relevant publications, might be Hall, E. G. and Skinner, N., Somewhere to turn; strategies for parents of gifted and talented children: in Tennenbaum A. J. and Neuman, E. (eds.), Perspectives on Gifted and Talented Children (New York, Columbia University, Teachers' College Press, 1980).
14. Galton, F., Hereditary Genius (London, Macmillan, 1869).
15. Binet, A. and Simon, T. (1908), Le dévelopment de l' intelligence chez les enfants, L'Année Psychologique 14, pp. 1-94.
16. Terman, L., Measuring Intelligence (Boston, Houghton-Mifflin, 1937).
17. i.e. according to a 'Bell curve', where the fraction of a population at any given point on the curve is inversely proportionate to its distance from the median point.
18. Thoday, J. M., Geneticism and environmentalism: in Neade, J. E. and Parkes, A. S. (eds.), Biological Aspects of Social Problems (London, Oliver & Boyd, 1965) pp. 92-106.
19. These arguments are more fully presented in my (1988) The notion of giftedness - or, how long is a piece of string?, British Journal of Educational Studies 26. 2, pp. 111-125.
20. Plowden Report Children and their Primary Schools (London, HMSO, 1966).
21. See Hirst, P. H., Liberal education and the nature of knowledge: in Peters, R. S. (Ed.), The Philosophy of Education (London, Routledge and Kegan Paul, 1973) and Hirst, P. H., Knowledge and the Curriculum (London, Routledge and Kegan Paul, 1974).
22. See Hirst, P. H., Liberal education and the nature of knowledge: in Peters, R. S. (Ed.), The Philosophy of Education (London, Routledge and Kegan Paul, 1973) and Hirst, P. H., Knowledge and the Curriculum (London, Routledge and Kegan Paul, 1974).
23. See MacIntyre, A., The idea of an educated public: in Haydon, G. (Ed.), Education and Values (Institute of Education, University of London, 1987); Carr, D., Educating the Virtues (London, Routledge, 1991); Jonathan, R. (1993a), Educating the virtues: a problem in the social development of consciousness, Journal of Philosophy of Education, 27. 1, pp. 115-124; Jonathan, R. (1993b), Education, philosophy of education and the fragmentation of value, Journal of Philosophy of Education, 27. 2, pp. 171-178.
24. See MacIntyre, A., The idea of an educated public: in Haydon, G. (Ed.), Education and Values (Institute of Education, University of London, 1987); Carr, D., Educating the Virtues (London, Routledge, 1991); Jonathan, R. (1993a), Educating the virtues: a problem in the social development of consciousness, Journal of Philosophy of Education, 27. 1, pp. 115-124; Jonathan, R. (1993b), Education, philosophy of education and the fragmentation of value, Journal of Philosophy of Education, 27. 2, pp. 171-178.
25. See MacIntyre, A., The idea of an educated public: in Haydon, G. (Ed.), Education and Values (Institute of Education, University of London, 1987); Carr, D., Educating the Virtues (London, Routledge, 1991); Jonathan, R. (1993a), Educating the virtues: a problem in the social development of consciousness, Journal of Philosophy of Education, 27. 1, pp. 115-124; Jonathan, R. (1993b), Education, philosophy of education and the fragmentation of value, Journal of Philosophy of Education, 27. 2, pp. 171-178.
26. See MacIntyre, A., The idea of an educated public: in Haydon, G. (Ed.), Education and Values (Institute of Education, University of London, 1987); Carr, D., Educating the Virtues (London, Routledge, 1991); Jonathan, R. (1993a), Educating the virtues: a problem in the social development of consciousness, Journal of Philosophy of Education, 27. 1, pp. 115-124; Jonathan, R. (1993b), Education, philosophy of education and the fragmentation of value, Journal of Philosophy of Education, 27. 2, pp. 171-178.
27. Jonathan, R. (1995b), op. cit.
28. Berlin (1969), op. cit. p. 124.
29. Ibid.
30. Hayek, F. A. (1960), op. cit. p. 3.
31. It incidentally directly controverts Rawls's distinction, discussed in chapter five above, between the individual-as-person and the individual-as-citizen .
32. Rawls, J. (1971), op. cit., p. 73.
33. Pareto, "Suffragio Universale", in L'Italiano Gazzetta del Popolo, 12. 10. 1872, p. 3.
34. Some libertarians have recently begun to challenge this in publications by right-wing 'think-tanks'; see, for example, Tooley J., Education Without the State (London, Social Affairs Unit, 1996).
35. MacIntyre, A., After Virtue (London, Duckworth, 1981) MacIntyre, A., Whose Justice? Which Rationality? (London, Duckworth, 1988).
36. MacIntyre, A., After Virtue (London, Duckworth, 1981) MacIntyre, A., Whose Justice? Which Rationality? (London, Duckworth, 1988).
37. Taylor, C., Hegel and Modern Society (Cambridge, Cambridge University Press, 1979), p. 157.
38. There is of course a much longer ancestry, from Aristotle through Marx and Hegel to Dewey, critical theory and various types of communitarianism of the present day, but that is outside the scope of this analysis.
39. de Tocqueville, A. (1843), Democracy in America (New York, Doubleday, 1969) p. 508.
40. See Rawls, J. (1985), Justice as fairness: political not metaphysical, Philosophy and Public Affairs 14, pp. 223-251.
41. Ackerman, B. A., Social Justice in the Liberal State (New Haven, Yale University Press, 1980), p. 156.
42. Ibid. p. 141.
43. As elucidated in Mendus, S. (1987), Liberty and Autonomy, Aristotelian Society, London, January.
44. MacIntyre, A. (1981), op. cit. p. 119.
45. See MacIntyre, A. (1987) and (1988), op. cit.
46. Dworkin, R. (1986), Autonomy and the demented self, The Milbank Quarterly 62, p. 8.
47. See Raz, J., The Morality of Freedom, (Oxford, Clarendon Press, 1986).
48. Raz, J., op. cit. p. 155.
49. Ibid.
50. Ibid (see pp. 110-164 for exposition and rebuttal of arguments against 'perfectionism'; pp. 245-266 for difficulties with rights-based conceptions of individual freedom; pp. 369-399 for the case that a 'thicker' conception of autonomy, far from being antithetical to pluralism, requires it.)
51. Taylor, C., Alternative futures: legitimacy, identity and alienation in late twentieth century Canada: in Cairns, A. and Williams, C. (eds.) Constitutionalism, Citizenship and Society in Canada (Toronto, University of Toronto Press, 1986), p. 211.
52. Taylor, C., Philosophical Papers II: Philosophy and the Human Sciences (Cambridge, Cambridge University Press, 1985), p. 207.