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  1. Theories of Ethics.Philippa Foot (ed.) - 1967 - Oxford University Press.
    Sophie and her sister, Jess, grow up knowing that a few little lies are necessary: You look great. It was only a joke. He's just stressed. It doesn't matter. Everything's fine. Everybody does it, don't they? But what about the big lies—about love, power and money? When Sophie discovers her father's secret, and Jess falls in love with the charismatic Jake, Sophie has to look at her own life again. Should she keep quiet or tear her family apart with the (...)
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  • The Philosophy of Primary Education: An Introduction.Robert F. Dearden - 1968 - New York: Humanities P..
  • Morality: An Introduction to Ethics.Bernard Arthur Owen Williams - 1972 - New York: Harper & Row.
    In Morality Bernard Williams confronts the problems of writing moral philosophy, and offers a stimulating alternative to more systematic accounts which seem nevertheless to have left all the important issues somewhere off the page.
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  • Schools of Thought.Mary Warnock - 1977 - London: Faber.
  • Reason and Teaching.Israel Scheffler - 1973 - London: Routledge and Kegan Paul.
    This book rests on the conviction that critical thought is of the first importance in the conception and organization of educational activities. ...
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  • Process and Product in Moral Education.R. J. Royce - 1983 - Journal of Philosophy of Education 17 (1):73–83.
  • Philosophy and Moral (and Political) Education.Alan Montefiore - 1979 - Journal of Philosophy of Education 13 (1):21–32.
    The relation between moral philosophy and moral practice is itself philosophically controversial. nor is there any one determinate formula through which to express the relations between the basic principles of morality and of rationality itself. the concepts of the moral and the political are both 'essentially contestable' and so too is the nature of their relations; that is, their analysis is itself of moral and political import. nevertheless, in periods of overall stability, this contestability may hardly be apparent. all this, (...)
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  • Education and the Development of Reason.R. F. Dearden, P. H. Hirst & R. S. Peters - 1972 - Mind 83 (329):151-154.
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  • Objectivity and Education.R. K. Elliott - 1982 - Journal of Philosophy of Education 16 (1):49–62.
  • Moral Reasoning and Moral Education.John T. Hyland - 1977 - Journal of Moral Education 6 (2):75-80.
    Abstract It is argued that R.W. Beardsmore's account of moral reasoning provides the most satisfactory explanation of moral behaviour and this is supported by an examination of his main criticisms of R.M. Hare and Philippa Foot. The chief educational implication of Beardsmore's account of moral development is, it is suggested, that, though educators cannot be uncommitted on fundamental moral issues, they can, nevertheless, ensure that rational procedures are followed. A committed teacher is not, therefore, necessarily a moral indoctrinator. In conclusion (...)
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  • Moral Education in a Secular Society.Paul H. Hirst - 1975 - British Journal of Educational Studies 23 (2):230-231.
  • Towards a Radical Critique of Morality and Moral Education.Eddie Hyland - 1979 - Journal of Moral Education 8 (3):156-167.
  • Motivation and Methodology in Moral Education.John Wilson - 1981 - Journal of Moral Education 10 (2):85-94.
    Abstract Two basic worries about moral education are considered. The first ?? whether there are or are not fundamental principles of reason and procedure which govern moral decision?making ?? is argued to be unnecessary, since there plainly are some such procedures. The second ?? how and in what direction pupils should be motivated to attend to such principles ?? is a more complex and difficult matter, which has to be tackled whatever one's particular philosophical views on morality. It is argued (...)
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  • Brave New World. Huxley - 2006 - In Thomas L. Cooksey (ed.), Masterpieces of Philosophical Literature. Greenwood Press.
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