Doret J. de Ruyter

The Formation of Identity: the importance of ideals

In the formation and composition of what might be termed personal identity a key but often neglected aspect is ideal identity. While comprising aspirations rather than realities, it makes a major contribution to the definition of self-identity. It does this as a result of: (a) clarifying what kind of person the individual wishes to be; and (b) an interrogation of how she sets about achieving her ideal identity, intimating what kind of person she is at a particular moment by virtue of the way in which she strives to achieve her ideal. The article argues for a re-appraisal of the notion of ideals in education and for its reinstatement as a significant feature of education. Indeed, we argue, children cannot avoid ideals--they are presented to them everyday from a wide variety of sources. But these sources or the ideals that they promote are not necessarily good for the childs well-being or for her fellow citizens. Consequently, teachers as moral agents have an important role in assisting children to acquire ideals that do meet such a criterion of goodness in addition to helping them reflect critically on the range of ideals they may encounter in their communities and society.

“Worldview”: the Meaning of the Concept and the Impact on Religious Education

Abstract The article analyzes the concept of “worldview” in religious education. A distinction is introduced between organized worldviews, more or less established systems with a group of believers, and personal worldviews, individuals’ views on life and humanity. The focus of the first section is on presenting a more precise description of these concepts by analyzing whether four elements are conceptually necessary: existential questions, moral values, influence in peoples acting and thinking, and providing meaning in life. The aim of the second section is to investigate the role “worldview” plays in education and to clarify questions that need reflection when schools want to pay attention to both organized and personal worldviews.

The Importance of Ideals in Education

The article argues that it is important to offer children ideals. Ideals are defined as imagined excellences, which are so desirable that people will try to actualise them. These characteristics show the importance of ideals for people: ideals give direction and meaning to their lives. The motivating power of ideals can, however, also lead to fanaticism. Education should therefore involve several worthy ideals that children can commit themselves to as well as critical reflection on the ways in which people are committed to and try to actualise them.

Our teachers want to be the best: on the necessity of intra‐professional reflection about moral ideals of teaching

Teaching is a significant social good and therefore teachers as well as the state have to take responsibility for guarding the moral quality of the teaching practice. Based on this premise, the article describes and defends the view that these parties have their own particular role by means of literature review and theoretical and practical arguments. The role of the state is necessarily limited to defining minimal moral rules and obligations, because in liberal Western democracies morality is codified in law to a minimal degree. The state also has practical reasons for such a confined position, among which are the complexities of professional practice and its implied tacit knowledge. Teachers have to take responsibility for constructing the full width of professional morality, but particularly for defining its optimal or aspirational dimension. This dimension comprises the virtues deemed important for teachers as well as their professional ideals. Whereas the literature on professional ethics of teachers is relatively silent about professional ideals, several arguments are provided for the importance of ideals for teachers. The final part of the article defends the claim that teachers have to articulate their professional ideals through intra‐professional dialogue. Again, theoretical and practical arguments are provided, for instance that such a debate provokes teachers to think about the best aims and means of their profession and that it contributes to the sense and meaning of their work. The article ends with some practical implications of the theoretical exposé.

The relevance of cosmopolitanism for moral education

In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends‐in‐themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real‐world constraints on moral action and the need to prioritise one’s sometimes conflicting responsibilities will often qualify cosmopolitan justice as supererogatory. This fact does not absolve persons from aspiring to see themselves as having the moral obligation to help others in need, while recognising that their factual obligations are more modest in being bound by what they are actually able to do.

Pottering in the garden? On human flourishing and education

When we ask parents which hopes or wishes they have for their children, we expect to get different answers, but also that these have a common denominator, namely that their children will lead a flourishing life. Of course parents may expect or even be certain that the lives of their children will be difficult; parents who live in deprived areas or whose children have a severe physical disability know that their children’s lives will be challenging, but it would be against normal expectations if they would wish or hope this for their children. For, although a flourishing life is not necessarily a life without struggle, it is reasonable to assume that adversarial circumstances make it more difficult to flourish. In this paper I want to address two related questions: What makes life flourishing and how can parents and teachers contribute to the likelihood that children will lead a flourishing life? The first section addresses the meaning of the concept ‘flourishing’. The second section describes the conception of ‘flourishing’ that I underwrite as well as the conditions required to come to lead a flourishing life. In the third section I explore the educational implications of this concept.

The Influence of Education and Socialization on Radicalization: An Exploration of Theoretical Presumptions and Empirical Research

Background and ObjectiveResearch into radicalization does not pay much attention to education. This is remarkable and possibly misses an important influence on the process of radicalization. Therefore this article sets out to explore the relation between education on the one hand and the onset or prevention of radicalization on the other hand.MethodThis article is a theoretical literature review. It has analyzed empirical studies—mainly from European countries—about the educational aims, content and style of Muslim parents and parents with (extreme) right-wing sympathies.ResultsResearch examining similarity in right-wing sympathies between parents and children yields mixed results, but studies among adolescents point to a significant concordance. Research also showed that authoritarian parenting may play a significant role. Similar research among Muslim families was not found. While raising children with distrust and an authoritarian style are prevalent, the impact on adolescents has not been investigated. The empirical literature we reviewed does not give sufficient evidence to conclude that democratic ideal in and an authoritative style of education are conducive to the development of a democratic attitude.ConclusionThere is a knowledge gap with regard to the influence of education on the onset or the prevention of radicalization. Schools and families are underappreciated sources of informal social control and social capital and therefore the gap should be closed. If there is a better understanding of the effect of education, policy as well as interventions can be developed to assist parents and teachers in preventing radicalization.

The right to meaningful education : the role of values and beliefs

This article argues that children have a right to education that assists them to find a meaning in life. The right of children to meaningful education is interpreted as a right to be raised within a coherent concept of the good and to learn about a variety of alternative conceptions. Both parents and teachers have duties that correspond with the two aspects of meaningful education. I argue that parents have a freedom to raise their children within the conception of the good they themselves hold, but that this freedom is restricted in two ways. Firstly, they have to give their children the freedom to explore alternative conceptions. Secondly, the conception of the good that they offer to their children has to be moral.This article argues that children have a right to education that assists them to find a meaning in life. The right of children to meaningful education is interpreted as a right to be raised within a coherent concept of the good and to learn about a variety of alternative conceptions. Both parents and teachers have duties that correspond with the two aspects of meaningful education. I argue that parents have a freedom to raise their children within the conception of the good they themselves hold, but that this freedom is restricted in two ways. Firstly, they have to give their children the freedom to explore alternative conceptions. Secondly, the conception of the good that they offer to their children has to be moral.

Nothing Less than Excellence: Ideals of Professional Identity

Part of being a good professional is, so we contend, to have ideals. Ideals essentially complement the deontic considerations that are usually taken as the main components of professional moral deliberation. Yet the notion of professional ideals is problematic. As professional ideals they refer to a profession collectively, while as professional ideals they are first of all strong personal commitments of individual professionals. As collective aspirations, professional ideals have a kind of external normative thrust on individual professionals, but people cannot be forced to identify with ideals on demand. Endorsing ideals can only come from within. On the basis of an analysis of ‘professional ideals’ and ‘professional identity’, we conclude that professional ideals are necessary constituents of the personal identity of professionals. This explains the dual character of professional ideals: they are pursued by a collective and constitute the group professional identity but they also need to be endorsed by individual professionals in order to be able to say that the ideals are their own. We end with a short and tentative description of some practical implications for the fostering and education of professional ideals.

Schools, Identity and the Conception of the Good. The Denominational Tradition as an Example

The Dutch education system relies upon a large number of publicly-subsidized, denominational schools. The authors defend the importance of schools that educate children within a specific — including denominational — conception of the good by arguing for the importance of such a conception for the development of the childs identity. An essential component of this developmental process is critical reflection, conceived as crucial to the formation of moral autonomy.