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Published online by Cambridge University Press: 19 May 2022
As children, we are often told both what to do and what to think. For a child to learn at all, it must in the first instance simply trust those, such as parents, who teach it things; and this goes for practical as well as theoretical learning. Doubting is necessarily something that comes later, for to be able to doubt one must have some beliefs already, e.g. concerning what sort of reasons count as good reasons, and what count as bad. But in growing up, a person does, or should, develop the capacity for rational doubt, and also the capacity for rational resistance to being told what to do. The first capacity constitutes a critical faculty, and the second is an essential constituent of practical autonomy.
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