Journal of Moral Education 35 (3):285-300 (2006)

This article takes its lead from Iris Murdoch's argument that an education in beauty can be a training in the love of virtue. Yet the word ?beauty? is seldom used in contemporary educational discourse, even within the arts disciplines, where aesthetic considerations are integral to the learning process. I begin, therefore, with an examination of ideological reasons why this might be the case and propose that, largely through the legacy of Kant, the concept of beauty raises a number of complex and conflicting problems for contemporary educators, making it strongly discordant with the current dominant ideology. As a result, the Arts' association with beauty remains muted in favour of a language of desirable social outcomes. I then proceed to draw upon recent publications by Elaine Scarry and Wendy Steiner to argue that, as Murdoch suggested, the experience of beauty itself can be seen as educational in an active, moral sense, without the need to resort to instrumentalist objectives outside of its domain. I do this with close reference to an early years Theatre in Education project that I evaluated in 2003; and by considering the work of Bill Shannon, a disabled dancer from Chicago
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DOI 10.1080/03057240600874372
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References found in this work BETA

After Virtue.A. MacIntyre - 1981 - Tijdschrift Voor Filosofie 46 (1):169-171.
Critique of Judgment.Immanuel Kant - 1790 - Barnes & Noble.
The Sovereignty of Good.Iris Murdoch - 1970 - New York: Schocken Books.

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Citations of this work BETA

Who Engages with Moral Beauty?Rhett Diessner, Ravi Iyer, Meghan M. Smith & Jonathan Haidt - 2013 - Journal of Moral Education 42 (2):139-163.
Art as Moral Education in Contemporary Cinema. Sidiropoulou - 2013 - Journal of Aesthetic Education 47 (4):27.

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