- The Oxford Handbook of Freedom
- Self-Ownership as a Form of Ownership
- Positive Freedom and the General Will
- Moralized Conceptions of Liberty
- On the Conflict Between Liberty and Equality
- Freedom and Equality
- The Point of Self-Ownership
- Platonic Freedom
- Aristotelian Freedom
- Freedom in the Scholastic Tradition
- Freedom, Slavery, and Identity in Renaissance Florence: The Faces of Leon Battista Alberti
- Freedom and Enlightenment
- Adam Smith’s Libertarian Paternalism
- Market Failure, the Tragedy of the Commons, and Default Libertarianism in Contemporary Economics and Policy
- Planning, Freedom, and the Rule of Law
- Freedom, Regulation, and Public Policy
- Boundaries, Subjection to Laws, and Affected Interests
- Democracy and Freedom
- Can Constitutions Limit Government?
- Freedom and Religion
- Freedom and Influence in Formative Education
- Freedom and the (Posthumous) Harm Principle
- Exploitation and Freedom
- Voluntariness, Coercion, Self-ownership
- The Impartial Spectator and the Moral Teachings of Markets
- Disciplinary Specialization and Thinking for Yourself
- Free Will as a Psychological Accomplishment
- Prisoners of Misbelief: The Epistemic Conditions of Freedom
Abstract and Keywords
The principle that children’s freedom should be preserved in their upbringing is sometimes viewed as an alternative to imposing a particular conception of the good on them. But to sustain the alternative we must distinguish between those desires and proclivities that are educated into a person and those that are his own. Several philosophers appeal to innate or presocial tendencies to ground this distinction, but that approach fails. The ability to exercise first personal authority provides a better conception of what it is for a desire or commitment to be one’s own. However, states educated into a person may also be subject to her first personal authority. Thus, while the ideal of autonomy can provide guidance for child-rearing, it cannot substitute for teaching children a conception of the good.
Kyla Ebels-Duggan is Associate Professor of Philosophy at Northwestern University.
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