A collage of images, featuring most prominently a person holding a sign reading "no justice no peace"

Category: Children

Academia / Children / General / Pedagogy / Public Philosophy / Teaching / Teaching Philosophy

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Teaching students to be good

What’s the point of teaching moral and political philosophy?

Ancient philosophers around the world would have thought the answer to this question was blindingly obvious: the point is to make students better – better as citizens, rulers, or just as human beings.

Yet today I suspect very few academics would defend this position, and most would find the idea of inculcating virtue among their students to be silly at best, dangerous at worst.

I think the ancients were right on this one. We should educate our students to make them better moral and political agents. And I don’t think this has to be scarily illiberal at all – at least, that’s what I’m going to argue here.

The model of ethical discourse my students seem to be learning in secondary school
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Children / Climate / Duties / Environment / General

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Why it can be OK to have kids in the climate emergency

In this post, Elizabeth Cripps (University of Edinburgh) discusses her new article published in the Journal of Applied Philosophy, in which she explores whether it is justifiable to have children despite the carbon footprint it creates.

Credit: Andrea Thomson Photography.

In the US, having a child has a carbon price tag of 7 tonnes a year. In France, it’s 1.4 tonnes. Going vegan saves only 0.4 tonnes yearly, living car free 2.4 tonnes, and avoiding a Transatlantic flight 1.6 tonnes.

For those of us who have or want kids, this is an uncomfortable fact. We know we should pursue climate justice, including by cutting our own carbon impact. Does it follow that someone living an affluent life in a country like the UK or the US should stay childless?

Not necessarily. What’s more, by putting this argument under pressure, we learn some important lessons for moral philosophers. We need to talk more about individual sacrifice in the face of global emergencies. In so doing, we must engage carefully with sociological and psychological scholarship and attend to the insights of demographic groups who have experienced injustice.

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Academia / Children / Education / General / Pedagogy / Teaching / Teaching Philosophy

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Modern education systems erode trust – this may be a big problem.

Photo by lauren lulu taylor on Unsplash

As teachers, our work is inescapably affected by a range of structural features such as the marketisation and commodification of higher education, the erosion of benefits and of pay, and more. Many of these have been amply studied and debated, including on this blog. Today, however, I want to discuss a relatively underexplored dimension of all this – the slow erosion of trust between staff and students.

In a (higher) education setting, trust is an important value, for several reasons. For one, students are typically young adults and being given responsibility – and being trusted with that responsibility – is an important part of the process of growing up. I’m specifically inspired here by an approach to assessment known as ‘ungrading’. Regardless of the merits of the method, Jesse Stommel’s summary of the core philosophy of ungrading is something that needs to be taken extremely seriously: ‘start by trusting students’.

But it’s also a principled point. From a broadly Kantian perspective, one important aspect of ethical behaviour is respect for others as ‘ends in themselves’. While we all may occasionally jokingly remind each other that students’ brains haven’t fully developed yet, it is important to remember that this does not mean that they lack the capacity for autonomy. Indeed, because of their age, it is perhaps more important than ever to allow them to practice, or exercise autonomy.

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Children / Democracy / Education / General / Teaching

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Taking political education out of families

Political education can be defined as the process by which people come to form political judgments – how they evaluate different political parties and issues of public policy, basically. The primary context of political education is the family. It is in this environment that people are first exposed to political judgments and inculcated with political values. It should come as no surprise that, as a result, many (if not most) people remain faithful to their parents’ political orientations, as research in political sociology often reports. Fortunately, though, political education is not reducible to family transmission. As they grow up, kids become more and more exposed to different political views, be it in school or within their social network, and they can be influenced by all sorts of people and events in this process. It remains true, however, that in the absence of a strong countervailing educational process, families are the main driver of political education in most if not all countries. Should we be happy with this situation?

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Children / Moral values / Rights

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Why schools should teach that it’s okay to be LGBT

In this post, Christina Easton (University of Warwick) discusses their recent article in Journal of Applied Philosophy about the value and appropriate shape of LGBT-inclusive education.

Image by Cinthya Liang from Pixabay

All schools in England now teach about LBGT relationships as part of a new, compulsory Relationships Education curriculum. Unsurprisingly, some parents have been unhappy about this. But even amongst those supportive of LGBT-inclusive curricula, there’s some confusion about what the purpose of this teaching should be. England’s Department for Education sometimes talk about LGBT relationships as “loving, healthy relationships”. They also say that religious schools can teach the curriculum whilst “reflecting their beliefs in their teaching”. But conservative branches of major religions say that LGBT relationships aren’t healthy at all – they’re sinful in fact. So what are teachers actually meant to be teaching? Should the state curriculum be taking a stand on whether LGBT relationships are “healthy”, or not? In a recent article, I argue that the answer is ‘yes’: schools should aim for children to believe that there’s nothing wrong with LGBT relationships.

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Children / Education / Gender / General / Governance / Health / Liberty

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How could paternalism ever be a good thing?

NobodyWantsToGoWhereIWantToLeadThem.png

Recently, as I was discussing with a friend of mine, the conversation brought us to the issue of paternalism. Taking the bad habit of playing the philosopher’s role, I said something like “You know, paternalism is actually not always wrong.” My friend reacted very surprised – as if I had said “You know, patriarchy is actually not always wrong.” And as it happens, for her, “paternalism” and “patriarchy” were closely linked – which I had never considered before. (more…)

Children / Distribution / Duties

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Why justice requires mandatory parenting lessons and therapy

In this post, Areti Theofilopoulou (Institute of Philosophy of the Czech Academy of Sciences) discusses her recent article in Journal of Applied Philosophy on the range of wrongs that can occur in problematic parent-child relationships.

We know that our upbringing massively affects the way that our lives go. This is partly because, in our unequal societies, the socioeconomic status of our family determines the education and connections we have access to. But our upbringing would still affect the rest of our lives even in fairer societies, because the ways our parents treat us determine our future mental health and the kinds of people we become. Often, the upbringing people receive leads to the development of mental illness or personality traits that disadvantage them in all spheres of life (such as their career and relationships), and that is undeniably unfair. In my recent paper, I argue that states should intervene heavily in the family via mandatory parenting lessons and therapy to prevent these harms and disadvantages.

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Children / General / Rights

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Small in the City: The Exclusion of Children from Public Spaces

by Nico Brando and Katarina Pitasse-Fragoso

I know what it’s like to be small in the city…The streets are always busy. It can make your brain feel like there’s too much stuff in it.

Sydney Smith – Small in the City

Don’t look by Cristian Blanxer & Victor Garcia Delgado

More than a billion children grow up in cities. This means growing up in densely populated areas with political, and cultural prosperity, but with radical inequalities. While some have access to parks, playgrounds, and child-friendly streets, others are forced to navigate crowded roads, deal with violence, and difficult (sexist, racist, ageist) environments. Children are among the various groups (think, as well, of individuals with disabilities, the elderly, or animals) who suffer from discrimination in their right to make use of public spaces safely. Especially in large urban areas, public spaces can be highly threatening to children of all ages. Smaller children suffer from lack of accessibility, and high risk of busy roads. Older children and youths, even if able of navigating urban areas alone, can have their free movement limited due to status offences, insecurity and violence.

In this short reflection, we wish to introduce some preliminary thoughts on the issues that affect children living in urban spaces. Why are children excluded from equal use of public spaces? Do children have a right to responsive and inclusive urban design?

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Children / Duties / Education / General / Rights

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A puzzle of liberal childrearing: may neutral states allow parents to dominate children’s value-formation?

This is another post about childrearing and, like my previous ones, it is complaining about the status quo. This time I’m thinking about what we actively do to expose children to various ways of living and views about what makes for a good life (too little) and about how much we let parents screen such sources of influence out of children’s lives (too much.)

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Children / Gender / General / War

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Child Soldiers: Victims or Perpetrators of Crime?

The existence of children enlisted in armed groups poses difficult questions to moral and political philosophers regarding our assumptions about what childhood is, or the relationship between victimhood and criminality, or autonomy, dependence and vulnerability. This post aims to briefly introduce how discourses on child soldiers can be morally problematic. The post is based on a forthcoming chapter (co-authored by Alexandra Echeverry) on child soldiers in Colombia.

In the movie Monos, a group of teenage guerrilla soldiers guard a kidnapped prisoner, and tend their cow. Through this simple plot, the film portrays the inner tensions, the plurality of roles, and the complex relationships between children in their condition as children, and their status as soldiers. 

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