- Hardcover: 192 pages
- Publisher: Continuum International Publishing Group Ltd. (8 Jun 2006)
- Language English
- ISBN-10: 0826486398
- ISBN-13: 978-0826486394
- Product Dimensions: 23.4 x 15.8 x 2 cm
- Amazon Bestsellers Rank: 1,059,718 in Books (See Top 100 in Books)
- See Complete Table of Contents
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Review
"'Colin Heydt's work is a rich and original contextual study of John Stuart Mill's political philosophy, ethics and moral psychology. Heydt has a keen eye for the aesthetic dimensions of Mill's ideas of character and moral education and this has led to a great deal of clarification of Mill's more well-known moral ideas. It has also enabled Heydt to situate Mill more interestingly than is common in the context of predecessors and contemporaries, crossing many of the traditional disciplinary boundaries.' Knud Haakonssen, University of Sussex 'Colin Heydt's investigation of Mill is an original, engaging, and illuminating study of unduly neglected aspects of Mill's thought. I learned a great deal from it - not only about Mill and his views but also about aesthetic education and character development.' David Lyons, Boston University"
Product Description
Discussion of John Stuart Mill's ethics has been dominated by concern with right and wrong action as determined by the principle of utility. His substantive ethical positions about the kinds of lives we should lead and the kinds of dispositions we should strive to develop have been of interest only incidentally - partly because much of what Mill wrote about these things appears somewhat vague to the modern reader. Colin Heydt's book unearths the rich context of moral and socio-political debate that Mill did not have to make explicit to his Victorian readers, in order to enrich the philosophical analysis of his ethics and to show a famous and misunderstood moralist in a new light. Heydt investigates Mill's conception of character by focusing on aesthetic education, i.e. the cultivation of dispositions of feeling and imagination. Aesthetic education is important because it occupies a place alongside intellectual and moral culture as one of the three forms of character development, of which it is the least studied; it is crucial for comprehending the relation of Mill's views to those of his teachers (Bentham and James Mill) and to those of prominent intellectuals in the period (Coleridge, Carlyle, Comte, Whewell, Macaulay, Southey, etc.); and most significantly, close attention to the ideals of aesthetic education and the means whereby those ideals get realized provides the reader with a vivid portrait of the good life as Mill sees it.
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