Authentic Education and Moral Responsibility

abstract An appeal to children's authenticity is widespread in major debates in the philosophy of education. However, no evident uniform conception of authenticity informs the dialectic. We begin with examples that confirm this multiplicity. We then uncover a common strand that unifies these seemingly differing conceptions: authenticity is exemplified by motivational elements, such as the agent's desires, when these elements are, in a manner to be explicated, ‘truly the agent's own’. It is this view of authenticity that is the mainstay of a predicament in the philosophy of education: if education entails intentional instilment of certain motivational elements in the child but such intentional moulding, in the absence of the agent's consent, is generally incompatible with authenticity, how is an authentic education possible? We respond by developing a relational account of authenticity that denies that motivational elements are authentic in their own right; they are authentic only relative to ensuring certain ends.     

DISENABLING LEVY'S FRANKFURT‐STYLE ENABLING CASES

Recently, Neil Levy has proposed that an agent can acquire freedom‐relevant agential abilities by virtue of the conditions in which she finds herself, and in this way, can be thought of as partially constituted by those conditions. This can be so even if the agent is completely ignorant of the relevant environmental conditions, and even if these conditions play no causal role in what the agent does. Drawing upon these resources, Levy argues that Frankfurt‐style examples are not cogent. In this paper, we explain why his argument fails.     

DISPOSITIONAL COMPATIBILISM AND FRANKFURT-TYPE EXAMPLES

Abstract: This article critically examines Kadri Vihvelin's proposal that to have free will is to have the ability to make choices on the basis of reasons, and to have this ability is to have a bundle of dispositions that can be exercised in more than one way. It is argued that partisans of Frankfurt examples can still make a powerful case for the view that being able to do otherwise, even on Vihvelin's compatibilist explication of 'could have done otherwise,' is not required for moral responsibility.     

FOREKNOWLEDGE, FREEDOM, AND OBLIGATION

Abstract: A vital presupposition of an influential argument for the incompatibility of divine foreknowledge and libertarian free action is that free action requires alternative possibilities. A recent, noteworthy challenge to this presupposition invokes a “Divine Frankfurt‐type example”: God's foreknowledge of one's future actions prevents one from doing otherwise without having any responsibility‐undermining effect on one's actions. First, I explain why features of God's omniscience cast doubt on this Frankfurtian response. Second, even if this appraisal is mistaken, I argue that divine foreknowledge is irreconcilable with moral obligation if such foreknowledge eliminates alternatives.