A Spinozistic Model of Moral Education

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A Spinozistic Model of Moral Education

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Publication Article, peer reviewed scientific
Title A Spinozistic Model of Moral Education
Author(s) Dahlbeck, Johan
Date 2016
English abstract
Spinoza’s claim that self-preservation is the foundation of virtue makes for the point of departure of this philosophical investigation into what a Spinozistic model of moral education might look like. It is argued that Spinoza’s metaphysics places constraints on moral education insofar as an educational account would be affected by Spinoza’s denial of the objectivity of moral knowledge, his denial of the existence of free will, and of moral responsibility. This article discusses these challenges in some detail, seeking to construe a credible account of moral education based on the insight that self-preservation is not at odds with benevolence, but that the self-preservation of the teacher is instead conditioned by the intellectual deliberation of the students. However, it is also concluded that while benevolence retains an important place in Spinoza’s ethics, his causal determinism poses a severe threat to a convincing account of moral education insofar as moral education is commonly understood to involve an effort to influence the actions of students relative to some desirable goal.
DOI http://dx.doi.org/10.1007/s11217-016-9530-7 (link to publisher's fulltext.)
Publisher Springer
Host/Issue Studies in Philosophy and Education;
ISSN 0039-3746
Language eng (iso)
Subject(s) Spinoza
moral education
causal determinism
free will
moral responsibility
Humanities/Social Sciences
Research Subject Categories::HUMANITIES and RELIGION
Handle http://hdl.handle.net/2043/21080 (link to this page)

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