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Like Kantian ethics, discourse ethics is a cognitive ethical theory, in that it supposes that truth and falsity can be attributed to ethical propositions. It also formulates a rule by which ethical actions can be determined and proposes that ethical actions should be universalizable, in a similar way to Kant's ethics.
While her work on ethics continued, with the publication of Women and Evil (1989) and later works on moral education, most of her later publications have been on the philosophy of education and educational theory. Her most significant works in these areas have been Educating for Intelligent Belief or Unbelief (1993) and Philosophy of Education ...
Moral relativism or ethical relativism (often reformulated as relativist ethics or relativist morality) is used to describe several philosophical positions concerned with the differences in moral judgments across different peoples and cultures. An advocate of such ideas is often referred to as a relativist.
[3] [7] However he also affirmed theories with metaphysical implications, such as dependent arising, karma, and rebirth. [2] Particular points of Buddhist philosophy have often been the subject of disputes between different schools of Buddhism, [2] as well as between representative thinkers of Buddhist schools and Hindu or Jaina philosophers. [3]
An influential early attempt was made by R. S. Peters in his book "Ethics and Education", where he suggests three criteria that constitute the necessary and sufficient conditions of education: (1) it is concerned with the transmission of knowledge and understanding; (2) this transmission is worthwhile and (3) done in a morally appropriate ...
Learning theory (education) – Theory that describes how students receive, process, and retain knowledge during learning Constructivism (philosophy of education) – Philosophical viewpoint about the nature of knowledge; theory of knowledge; Radical behaviorism – Term pioneered by B.F. Skinner
Kant did not initially plan to publish a separate critique of practical reason. He published the first edition of the Critique of Pure Reason in May 1781 as a "critique of the entire faculty of reason in general" [1] [2] (viz., of both theoretical and practical reason) and a "propaedeutic" or preparation investigating "the faculty of reason in regard to all pure a priori cognition" [3] [4] to ...
In philosophy and science, a first principle is a basic proposition or assumption that cannot be deduced from any other proposition or assumption. First principles in philosophy are from first cause [1] attitudes and taught by Aristotelians, and nuanced versions of first principles are referred to as postulates by Kantians.