Raising self-controlled children

In recent decades, self-control has received increasing attention as it can safeguard child-development and human wellbeing. Researchers from various disciplines – philosophy, neuroscience and social psychology – have investigated what self-control is, how it is generated and how it can be stimulated. This chapter critically reflects on recent discussions of the concept and the science of self-control while investigating their bearings on the question of whether parents have a responsibility to raise self-controlled children and what that would entail. The argument put forth is that current social psychology and neuroscience largely investigates controlled behaviour but ignores the prefix self. Consequently, a more comprehensive understanding of the term that does justice to both aspects is provided. This gives rise to two different sets of educational goals. Firstly, raising self-controlled children entails teaching them strategies to overcome temptation. Secondly, it requires that parents support children to develop a self that sets its own goals, reflects on these goals and considers them as reasons for action.keywordsagencyakrasiaautonomycombat-modelcompulsionconstitution-modeldelay of gratificationeducationinhibitionkorsgaard, chmarshmallow testmotivationneurosciencephilosophy of actionprefrontal cortexselfself-controlself-determinationself-control strategysocial psychologyrecklessnessvelleman, dweakness of will

Neuroparinting:Between apocalyps and utopia

Neuroparenting: Between apocalypse and utopia Neuroscience increasingly invades all domains of our lives, including the intimate realm of child raising and parenting. The current trend of neuroparenting, that is parenting advice based on neuroscientific research, fits this development. This article analyses this development from an ethical point of view. We will outline the current developments in the domain of neuroparenting with a special focus on the so-called ‘baby brain’ and ‘adolescent brain’. To discuss corresponding promises and perils, we do not only provide an overview of current studies developing ethical arguments, but we will also present several blind spots in that debate. We will conclude with some advice on how to integrate neuroscience findings in parenting practice in the most ethical way and point out limits that ought to be respected