Filosoofia osakonna magistritööd – Master's theses

Permanent URI for this collectionhttps://hdl.handle.net/10062/35473

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Browsing Filosoofia osakonna magistritööd – Master's theses by Subject "autonoomia"

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    Does an argument for a detached school contain an incoherence?
    (Tartu Ülikool, 2018) Rozumna, Viktoriia; Davies, Alexander Stewart, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Filosoofia osakond
    In this thesis, I argue that Levinson’s argument for a detached school is inconsistent in the sense that the solution to the problem of cultural coherence of a child’s identity violates the function of a detached school. However, I argue, this incoherence could be resolved by introducing a particular requirement to the content of civic education. With this aim, I explain Levinson’s arguments that children in a liberal state should be educated for autonomy. I show why, according to Levinson, valuation of autonomy by a liberal state makes the three commitments of liberalism – to good life pluralism, to a legitimation process, and to substantive liberal institutions – consistent with one another. Since a liberal state must be committed to the valuation of autonomy, a system of formal schooling must be such that generates children with an ability for autonomy. I explain what is the conception of autonomy that, according to Levinson, should be promoted within a liberal state. Since one of the requirements of the minimal substantive conception of autonomy poses a problem for an ideal liberal school, I explain Levinson’s solution to it and point out the incoherence of such a solution. Finally, I defend Levinson’s argument for a detached school by showing how the incoherence in question could be resolved. I present further objections to the proposed solution and reply to them.
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    Educating for autonomy: is it just a pipe dream?
    (Tartu Ülikool, 2020) Abdullayeva, Sariyya; Sutrop, Margit, juhendaja; Francesco Orsi, juhendaja; Tartu Ülikool. Humanitaarteaduste ja kunstide valdkond; Tartu Ülikool. Filosoofia osakond
    This thesis explores the paradox of educating for autonomy. I state the underlying problem which is in an apparent incompatibility between education–a process of inculcation that shapes children’s values, beliefs, desires, etc., while bypassing their rationality–and the desired end of guiding children to become autonomous persons. I provide an outline of the possible solutions proposed by Richard Peters, Robert Noggle, and Stefaan Cuypers, and point out their deficiencies. Ultimately, I suggest a forward-looking solution, which considers the authenticity of children’s attitudes (values, beliefs etc.,) in relation to the child’s right to an open future.