Particularism and moral education

Philosophical Explorations 8 (3):265 – 279 (2005)
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Abstract

Some opponents of ethical particularism complain that particularists cannot give a plausible account of moral education. After considering and rejecting a number of arguments to this conclusion, I focus on the following objection: Particularism, at least in Jonathan Dancy's version, has nothing to say about moral education because it lacks a substantial account of moral competence. By Dancy's own admission, particularists can tell us little more than that a competent agent 'gets things right case by case'. I respond by reflecting on how we want our children to turn out, morally speaking. I argue that we can present a compelling story about our aspirations for our children's moral development that is consistent with particularism and that provides the beginnings of a plausible account of the competence we look to moral education to instil

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David Bakhurst
Queen's University

Citations of this work

Practice, Sensibility and Moral Education.David Bakhurst - 2018 - Journal of Philosophy of Education 52 (4):677-694.
Moral Particularism and Moral Generalism.Michael Ridge & Sean McKeever - 2016 - Stanford Encyclopedia of Philosophy.
Virtue Ethics and Particularism.Constantine Sandis - 2021 - Aristotelian Society Supplementary Volume 95 (1):205-232.
Moral sensitivity: The central question of moral education.Roger Marples - 2022 - Journal of Philosophy of Education 56 (2):342-355.

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References found in this work

Ethics and the limits of philosophy.Bernard Williams - 1985 - Cambridge, Mass.: Harvard University Press.
Ethics without principles.Jonathan Dancy - 2004 - New York: Oxford University Press.
Practical Reality.Jonathan Dancy - 2000 - Oxford, GB: Oxford University Press.
Moral reasons.Jonathan Dancy - 1993 - Cambridge, Mass.: Blackwell.
Virtue and Reason.John Mcdowell - 1979 - The Monist 62 (3):331-350.

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