Ben Spiecker

Authority in educational relationships.

The authority of educators in general, and the authority of the moral educator in particular, are central and pervasive themes in John Wilsons writings. This paper summarises his account of authority in educational relationships, not simply by describing the results of his analysis, but by reconstructing his views in terms of some basic distinctions between different types of authority, in particular the distinction between practical and theoretical authority, and the one between de jure and de facto authority. Next, the paper explores the rather neglected topic of parental authority, applying the same distinctions between basic types of authority. It is argued that the authority of the parent is in important respects different from the authority standardly ascribed to the teacher. Finally, some comments are made on the complex question of whether or not authoritative parental supervision is essential to the upbringing of children and their growth into adult people.

Multiculturalism, pillarization and liberal civic education in the Netherlands

Abstract In the Netherlands the general responses to the problems of the developing multi-ethnic society have been deeply influenced by its history of so-called “pillarization”. This chapter begins with a description of the rather radical transformation of Dutch society from a pillarized into a multi-ethnic state. Next, a brief account of the central problems of the present multi-ethnic society is presented. Finally, we discuss whether the integration and emancipation of ethnic minorities are promoted by encouraging them to create their own pillars. Is the policy of re-pillarization both feasible and desirable? One of the main objections to the policy is that such a way of organizing modern Dutch society is hardly compatible with the demands of liberal civic education.

Political Liberalism, Civic Education and the Dutch Government

Abstract Recently two members of the Dutch government, the Minister of Justice and the Minister of Education and Science, have stressed publicly the importance of “the transmission of norms and values”. In this paper their public statements are evaluated from the perspective of a liberal conception of civic education. Such an assessment seems to be fair, since both people are, in their public role as ministers, key representatives of a liberal constitutional state. First, a brief analysis of the concept of civic education is presented. Subsequently, an explanation of the central aims of liberal education for citizenship is given. Finally, the educational statements of the ministers are tested against the explained liberal conception.

Paedophilia, Sexual Desire and Perversity

Abstract In our society adults who are guilty of having sex with prepubescent children often have a paedophile disposition. This paper first criticises the justifications that are given by paedophiles for having sex with children. Part of this criticism is a brief analysis of “sexual desire” and “erotic”. Next, the question is raised whether paedophile activities can ever be morally permissible. Using the principles of mutual consent and non‐exploitation as touchstone, the question is answered in the negative. Finally, it is examined whether paedophile desires can be regarded as perverse. In order to deal with this issue a moral conception of perversions is proposed.

Rational Passions and Intellectual Virtues. A Conceptual Analysis

Intellectual virtues like open-mindedness, clarity, intellectual honesty and the willingness to participate in rational discussions, are conceived as important aims of education. In this paper an attempt is made to clarify the specific nature of intellectual virtues. Firstly, the intellectual virtues are systematically compared with moral virtues. The upshot is that considering a trait of character to be an intellectual virtue implies assuming that such a trait can be derived from, or is a specification of, the cardinal virtue of concern and respect for truth. Secondly, several (possible) misconceptions of intellectual virtues are avoided by making the required distinctions. For example, it is argued that our concept of an intellectual virtue should not be confused with a normative conception of intellectual virtuousness.

Sex Education, State Policy and the Principle of Mutual Consent.

Constitutive of the prevalent sexual morality in most Western European countries is the liberal principle of mutual consent (PMC). This sociological fact may give rise to the ethical question as to whether or not the state has the right to make sure that its citizens will observe PMC, among other ways by prescribing some form of sex education which has PMC as its moral content. With reference to the ambiguity of the term ‘morally permissible’, it is argued that PMC can be interpreted in two fundamentally different ways, namely, as the freedom to arrange ones sexual life according to ones own values and preferences (PMC(a)) or as the view that consensual sex is morally all right or morally unobjectionable (PMC(b)). The claim is defended that PMC(a) should be taken as part of the public morality, whereas PMC(b) should be seen as a private morality. Accordingly, the state has the right to take PMC(a) as a basis for its educational policy, but the state is not allowed to prescribe any form of sex education that has PMC(b) as its moral content. The importance of the distinction between PMC(a) and PMC(b) is shown by giving an evaluation of the Dutch states responses to recent public statements of orthodox religious leaders about the moral status of homosexuality. Also on the basis of this distinction, the central differences between liberal orthodox and fundamentalist orthodox religious views on sexuality and the role of the state are pointed out. In this connection, it is argued that any view which takes PMC(b) as part of the public morality should be disavowed as a kind of ‘liberal funda‐ mentalism’.

Taking the right to exit seriously

Both diversity and autonomy liberals agree that adults have the right to exit from voluntary associations. As children do not have this right, the paradoxical character of the upbringing of children in fundamentalist and ultra-orthodox communities is evident. Diversity liberals like Galston and Spinner-Halev seem to take an ambivalent position with regard to the right to exit, because they want to defend both the child’s future right to exit, which requires particular capacities, as well as the parental right to upbringing according to their conception of the good even if this undermines the required capacities. We defend that people need to be at least autarchic, that is self-determining and morally accountable, in order to be able to exercise their right to exit. Since this right is a civic freedom right, the state has the right and duty to ensure that children will be able to develop into autarchic persons. Therefore, our claim is that school education should aim for minimal autonomy and that such education should be compulsory. We argue that this will not undermine legitimate diversity and therefore that Galston and Spinner-Halev should be able to take an unequivocal position.

Family education, state intervention and political liberalism

This paper tries, from the perspective of political liberalism, to answer the question whether parents can fail in the moral upbringing of their children to the extent that the state has the right to intervene or to override their legal authority over their children. It is argued that state intervention must meet the liberal criterion of justificatory neutrality, and, on the basis of a discussion of the notion of ‘reasonable citizens’, that only serious parental failure to inculcate basic rules can justify judicial intervention in the family that meets this criterion. It is concluded that political liberalism burdens the state with incompatible demands.

Psychopathy: the Incapacity to have Moral Emotions

Abstract ‘Lovelessness’ and ‘guiltlessness’ are often seen as the distinctive features of the psychopath. These characteristics can be interpreted as a failure to have two sub‐classes of moral emotions, the (moral) rule‐emotions and the altruistic emotions. For a better understanding of this moral defect, a more detailed analysis of these types of moral emotions is given. The analysis indicates that the disorder is caused by the absence of the second component of both types of emotions. The psychopath misses a positive commitment to both moral rules and to the well‐being of fellow man. The psychopath is characterized as a moral imbecile, and it is assumed that his moral development is stagnated in an early developmental stage. As a young child, the psychopath has not acquired the disposition to feel sympathy. This insight makes us aware of the utmost importance of early childhood (moral) education.

Personal and Moral Identity

Preface. Introduction A.W. Musschenga. Part I: Sameness and Unity. Self and Self-Interest M. Schechtman. Responsibility and Personal Identity T. van den Beld. Making and Finding Oneself J. Bransen. Part II: Personal and Moral Identity. Personal and Moral Selfhood D. Carr. Self-Identity and Moral Maturity H. Kamler. Sexual Identity and Moral Virtuousness J. Steutel, B. Spiecker. Development of the Self-Concept G. Snik, et al. Part III: Post-Modern and Constructivist Views. Cultural Identity and Personal Identity T. Wren. Humanism, Anti-Humanism, the Inhuman P. Standish. Personal Identity and Post-Modern Morality H. Kunneman. Notes on the Contributors. Index of Names. Index of Subjects.