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Is Personal Autonomy the First Principle of Education?
Author(s) -
CUYPERS STEFAAN E.
Publication year - 1992
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/j.1467-9752.1992.tb00260.x
Subject(s) - autonomy , presupposition , individualism , epistemology , identification (biology) , criticism , self actualization , personal autonomy , methodological individualism , sociology , social psychology , psychology , philosophy , law , botany , political science , biology
It is suggested that the current hierarchical (Frankfurt‐Dworkin) model of personal autonomy in philosophical anthropology gives expression to the fundamental presupposition of self‐determination in much educational practice and pedagogical theory. Radical criticisms are made of the notions of self‐identification and self‐evaluation which are of the utmost importance to this model. Instead of relying on such ‘acts of the will’ as decision and choice for the explanation of self‐identification and self‐ evaluation, the non‐intentional as well as the non‐individualistic character of these processes is stressed and analysed in terms of volitional necessity and social dependence. The consequence of this criticism is the substitution of the concept of extreme personal autonomy by that of caring about oneself as the first principle of education.