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Education's EpistemologyRationality, Diversity, and Critical Thinking$
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Harvey Siegel

Print publication date: 2017

Print ISBN-13: 9780190682675

Published to Oxford Scholarship Online: September 2017

DOI: 10.1093/oso/9780190682675.001.0001

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Neither Humean nor (Fully) Kantian Be

Neither Humean nor (Fully) Kantian Be

Chapter:
(p.33) 3 Neither Humean nor (Fully) Kantian Be
Source:
Education's Epistemology
Author(s):

Harvey Siegel

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190682675.003.0003

This chapter offers a reply to Stefaan Cuypers’ explication and critique of the views of rationality and critical thinking laid out in the previous chapters and in earlier work (see his “Critical Thinking, Autonomy and Practical Reason,” 2004). While Cuypers’ discussion is praiseworthy in several respects, it (1) mistakenly attributes to those views a Humean conception of (practical) reason, and (2) unsuccessfully argues that the positions articulated and defended in those earlier chapters lack the resources required to defend the basic claim that critical thinking is a fundamental educational ideal. Cuypers’ analysis also raises deep issues about the motivational character of reasons; I briefly address this matter as well.

Keywords:   autonomy, critical thinking, Hume, Kant, motivating reasons, practical reason, rationality

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