Educational Theory 38 (3):299-310 (1988)

Abstract
I discuss problems posed to those, like myself, who advocate the virtues approach to moral education for children. i address objections from kohlberg and wilson, though similar concerns are found elsewhere. the following conclusions counteract persistent objections: though interdependent, virtues are distinguishable from one another; we can devise acceptable definitions; virtues influence both conduct and reason; virtue language provides meaning within temporal and communal contexts; we can justify the cardinal virtues as the basic set for moral education; though communities select which virtues to emphasize, the virtues are universal. i conclude the virtues approach is philosophically and pedagogically sound
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DOI 10.1111/j.1741-5446.1988.00299.x
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References found in this work BETA

Consistency in Rationalist Moral Systems.Alan Donagan - 1984 - Journal of Philosophy 81 (6):291-309.
Quandary Ethics.Edmund Pincoffs - 1971 - Mind 80 (320):552-571.
The Neglect of Virtue.Lawrence C. Becker - 1975 - Ethics 85 (2):110-122.
On Sympathy.Naomi Scheman - 1979 - The Monist 62 (3):320-330.

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Citations of this work BETA

Moral Education.William A. Proefriedt - 1989 - Educational Theory 39 (2):177-181.

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