The Schooling of Ethics

Educational Philosophy and Theory 46 (3):1-15 (2014)
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Growing concern about a shrinking cultural consensus on values, coupled with religious pluralisation and the realisation that schooling is not, and cannot be, value-neutral,have led to proposals to teach ethics in schools, interpreted as a contribution of the discipline of philosophy to the common curriculum. To the extent that this approach is seen to hinge on the alleged autonomy of ethics, it has the potential to indoctrinate the contestable view that rationality is the prime motivator of moral commitment. A case is made for regarding philosophical ethics and religious studies not as alternative avenues to values education but each as a core curriculum priority, different but complementary to the other in its content.



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References found in this work

The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - University of Chicago Press.
Whose Justice? Which Rationality?Alasdair C. MacIntyre - 1988 - University of Notre Dame Press.
Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Philosophical Arguments.Charles Taylor - 1995 - Harvard University Press.
Science and human behavior.B. F. Skinner - 1954 - Revue Philosophique de la France Et de l'Etranger 144:268-269.

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