Results for 'Moral Education'

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  1. Moral Education and Transcendental Idealism.Joe Saunders & Martin Sticker - 2020 - Archiv für Geschichte der Philosophie 102 (4):646-673.
    In this paper, we draw attention to several important tensions between Kant’s account of moral education and his commitment to transcendental idealism. Our main claim is that, in locating freedom outside of space and time, transcendental idealism makes it difficult for Kant to both provide an explanation of how moral education occurs, but also to confirm that his own account actually works. Having laid out these problems, we then offer a response on Kant’s behalf. We argue (...)
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  2.  12
    A Theory of Moral Education.Michael Hand - 2017 - London: Routledge.
    Children must be taught morality. They must be taught to recognise the authority of moral standards and to understand what makes them authoritative. But there’s a problem: the content and justification of morality are matters of reasonable disagreement among reasonable people. This makes it hard to see how educators can secure children’s commitment to moral standards without indoctrinating them. -/- In A Theory of Moral Education, Michael Hand tackles this problem head on. He sets out to (...)
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  3. Virtue Ethics and Moral Education.David Carr & Jan Steutel (eds.) - 1999 - Routledge.
    This book takes a major step in the philosophy of education by moving back past the Enlightenment and reinstating Aristotelian Virtue at the heart of moral education.
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  4.  18
    Autonomous Moral Education is Socratic Moral Education: The Import of Repeated Activity in Moral Education Out of Evil and Into Virtue.Jeanine M. Grenberg - 2018 - Educational Philosophy and Theory 51 (13):1327-1338.
    Kant’s commitment to autonomy raises difficult questions about the very possibility of Kantian moral education, since appeal to external pedagogical guidance threatens to be in contradiction with autonomous virtue. Furthermore, moral education seems to involve getting good at something through repetition; but Kant seems to eschew the notion of repeated natural activity as antithetical to autonomy. Things become even trickier once we remember that Kant also views autonomous human beings as radically evil: we are capable of (...)
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  5.  4
    Debating Moral Education: Rethinking the Role of the Modern University.Elizabeth Kiss & J. Peter Euben (eds.) - 2010 - Duke University Press.
    After decades of marginalization in the secularized twentieth-century academy, moral education has enjoyed a recent resurgence in American higher education, with the establishment of more than 100 ethics centers and programs on campuses across the country. Yet the idea that the university has a civic responsibility to teach its undergraduate students ethics and morality has been met with skepticism, suspicion, and even outright rejection from both inside and outside the academy. In this collection, renowned scholars of philosophy, (...)
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  6.  8
    Kantian Moral Education for the Future of Humanity: The Climate Change Challenge.Ewa Wyrębska-Đermanović - 2021 - Journal of Philosophy of Education 55 (6):1045-1056.
    Journal of Philosophy of Education, EarlyView.
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  7. Moral Education.David Carr & Jan Steutel - 1999 - In David Carr & J. W. Steutel (eds.), Virtue Ethics and Moral Education. Routledge. pp. 241.
     
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  8. Moral Education in Aristotle.Gerard Verbeke - 1990 - Catholic University of Amer Press.
  9.  95
    Philosophical Discussion in Moral Education: The Community of Ethical Inquiry.Tim Sprod - 2001 - London, UK: Routledge.
    In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's (...)
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  10.  3
    Moral Education.Barry I. Chazan - 1973 - New York: Teachers College Press.
    Frankena, W. K. Morality and moral philosophy.--Soltis, J. F. Men, machines and morality.--Chazan, B. I. The moral situation.--Phenix, P. H. Ethics and the will of God.--Moore, G. E. The indefinability of good.--Morgenbesser, S. Approaches to ethical objectivity.--Sartre, J. P. Existentialism and ethics.--Hare, R. M. Decisions of principle.--Singer, M. G. Moral rules and principles.--Hare, R. M. Adolescents into adults.--Wilson, J. Assessing the morally educated person.--Kohlberg, L. The child as a moral philosopher.--Frankena, W. K. Toward a philosophy of (...)
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  11.  66
    Media and Moral Education: A Philosophy of Critical Engagement.Laura D'olimpio - 2018 - London, UK: Routledge.
    Media and Moral Education demonstrates that the study of philosophy can be used to enhance critical thinking skills, which are sorely needed in today’s technological age. It addresses the current oversight of the educational environment not keeping pace with rapid advances in technology, despite the fact that educating students to engage critically and compassionately with others via online media is of the utmost importance. -/- D’Olimpio claims that philosophical thinking skills support the adoption of an attitude she calls (...)
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  12.  5
    Kantian Moral Education and Gendered Socialization.Katy Dineen - 2021 - Educational Theory 71 (6):703-716.
  13. Moral Education in an Age of Globalization.Nel Noddings - 2010 - Educational Philosophy and Theory 42 (4):390-396.
    Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.
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  14. Moral Education Through Literary Aesthetic Experience: A Moral Study of the Harry Potter Series.Nirbhay Kumar Mishra & Rupkatha Ghosh - 2022 - Journal of Aesthetic Education 56 (2):101-119.
  15.  37
    Caring: A Feminine Approach to Ethics and Moral Education.Nel Noddings - 1986 - University of California Press.
    What is at the basis of moral action? An altruism acquired by the application of rule and principle? Or, as Noddings asserts, caring and the memory of being cared for? With numerous examples to supplement her rich theoretical discussion, Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. The ethical behavior that grows out of natural caring, and has as its core care-filled receptivity to those (...)
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  16.  13
    Caring: A Feminine Approach to Ethics and Moral Education.Nel Noddings - 1986 - University of California Press.
    Ethics has been discussed largely in the language of the father, Nel Noddings believes: in principles and propostions, in terms such as _justification,_ _fairness,_ and _equity._ The mother's voice has been silent. The view of ethics Noddings offers in this book is a feminine view. "This does not imply," she writes, "that all women will accept it or that most men will reject it; indeed there is no reason why men should not embrace it. It is feminine in the deep (...)
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  17. Moral Education in a Democracy.Charles Thomas Taylor - 2011 - Upa.
    In this book, Taylor argues that the traditional dissemination of moral values is now insufficient and inadequate. This deficiency requires a dramatic shift of the burden of this activity from the religious institutions to the public schools. Thus, Taylor proposes both a curriculum and a methodology for public moral education.
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  18. Moral Education and Character Education: Their Relationship and Roles in Citizenship Education.Wolfgang Althof & Marvin W. Berkowitz* - 2006 - Journal of Moral Education 35 (4):495-518.
    Any democratic society must concern itself with the socialization of its citizens. This begins in childhood, and schools are critical to this process. The interrelations and roles of educating for character and educating for citizenship are explored, largely in a North American context. It is argued that citizenship education necessarily entails character and moral formation, but this integration is hindered by negative stereotyping between the two fields. In addition, negative stereotyping between the fields of moral education (...)
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  19.  15
    Practice, Sensibility and Moral Education.David Bakhurst - 2018 - Journal of Philosophy of Education 52 (4):677-694.
  20.  7
    Autonomous Moral Education is Socratic Moral Education: The Import of Repeated Activity in Moral Education Out of Evil and Into Virtue.Jeanine M. Grenberg - 2019 - Educational Philosophy and Theory 51 (13):1335-1346.
    Kant’s commitment to autonomy raises difficult questions about the very possibility of Kantian moral education, since appeal to external pedagogical guidance threatens to be in contradictio...
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  21. Moral Education at Work: On the Scope of MacIntyre’s Concept of a Practice.Matthew Sinnicks - 2019 - Journal of Business Ethics 159 (1):105-118.
    This paper seeks to show how MacIntyre’s concept of a practice can survive a series of ‘scope problems’ which threaten to render the concept inapplicable to business ethics. I begin by outlining MacIntyre’s concept of a practice before arguing that, despite an asymmetry between productive and non-productive practices, the elasticity of the concept of a practice allows us to accommodate productive and profitable activities. This elasticity of practices allows us to sidestep the problem of adjudicating between practitioners and non-practitioners as (...)
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  22. The Moral Education Theory of Punishment.Jean Hampton - 1984 - Philosophy and Public Affairs 13 (3):208-238.
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  23. A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms.Mark E. Jonas & Yoshiaki Nakazawa - 2020 - Routledge.
    Discussing Plato's views on knowledge, recollection, dialogue, and epiphany, this ambitious volume offers a systematic analysis of the ways that Platonic approaches to education can help students navigate today's increasingly complex moral environment. Though interest in Platonic education may have waned due to a perceived view of Platonic scholarship as wholly impractical, this volume addresses common misunderstandings of Plato's work and highlights the contemporary relevance of Plato's ideas to contemporary moral education. Building on philosophical interpretations, (...)
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  24.  1
    Confucian Ritual and Moral Education.Colin J. Lewis - 2020 - Lexington Books.
    The ancient Confucians developed a particular notion of ritual and placed it at the center of their moral cultivation program. This book examines the Confucian ritual method through the lens of modern developmental theory and creates a theoretical framework for deploying ritual as an invaluable tool in contemporary moral education pursuits.
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  25.  18
    Moral Education and Rule Consequentialism.Dale E. Miller - 2021 - Philosophical Quarterly 71 (1):120-140.
    Rule consequentialism holds that an action's moral standing depends on its relation to the moral code whose general adoption would have the best consequences. Heretofore rule consequentialists have understood the notion of a code's being generally adopted in terms of its being generally obeyed or, more commonly, its being generally accepted. I argue that these ways of understanding general adoption lead to unacceptable formulations of the theory. For instance, Brad Hooker, Michael Ridge, and Holly Smith have recently offered (...)
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  26. Personal, Social and Moral Education in a Changing World.John Thacker, Richard Pring & David Evans - 1987 - Nfer-Nelson.
  27.  19
    Moral Education Within the Social Contract: Whose Contract is It Anyway?Laura D’Olimpio - 2019 - Journal of Moral Education 48 (4):515-528.
    ABSTRACTIn A Theory of Moral Education, Michael Hand defends the importance of teaching children moral standards, even while taking seriously the fact that reasonable people disagree about morality. While I agree there are universal moral values based on the kind of beings humans are, I raise two issues with Hand’s account. The first is an omission that may be compatible with Hand’s theory; the role of virtues. A role for the cultivation of virtues and rational emotions (...)
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  28. Moral Education and the Spirited Part of the Soul in Plato's Laws.Joshua Wilburn - 2013 - Oxford Studies in Ancient Philosophy 45:63.
    In this paper I argue that although the Republic’s tripartite theory of the soul is not explicitly endorsed in Plato’s late work the Laws, it continues to inform the Laws from beneath the surface of the text. In particular, I argue that the spirited part of the soul continues to play a major role in moral education and development in the Laws (as it did in earlier texts, where it is characterized as reason’s psychic ‘ally’). I examine the (...)
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  29.  29
    Moral Education and Education in Altruism: Two Replies to Michael Hand.John White - 2016 - Journal of Philosophy of Education 50 (3):448-460.
    This article is a critical discussion of two recent papers by Michael Hand on moral education. The first is his ‘Towards a Theory of Moral Education’, published in the Journal of Philosophy of Education in 2014. The second is a chapter called ‘Beyond Moral Education?’ in an edited book of new perspectives on my own work in philosophy and history of education, published in the same year. His two papers are linked in (...)
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  30.  38
    Motivation in Moral Education: The Case for Virtue.David G. Attfield - 1978 - Journal of Moral Education 7 (3):158-165.
  31.  24
    Caring: A Relational Approach to Ethics and Moral Education.Nel Noddings - 2013 - University of California Press.
    With numerous examples to supplement her rich theoretical discussion, Nel Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. In _Caring_—now updated with a new preface and afterword reflecting on the ongoing relevance of the subject matter—the author provides a wide-ranging consideration of whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She discusses the extent to which we may (...)
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  32.  19
    Moral Education in an Age of Globalization.Nel Noddings - 2010 - Educational Philosophy and Theory 42 (4):390-396.
    Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.
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  33.  46
    Moral Education in the Zone of Proximal Development.Mark B. Tappan - 1998 - Journal of Moral Education 27 (2):141-160.
    Abstract In this paper the outlines of an explicitly ?Vygotskian? perspective on moral education are sketched. I begin by briefly reviewing and critiquing the two most well?known and widely used approaches to moral education??the cognitive?developmental approach and the character education approach??and I suggest that a Vygotskian/socio?cultural perspective has the potential to address many of the problems faced by contemporary moral educators. Vygotsky's ideas about the ?zone of proximal development? are then summarised and those ideas (...)
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  34. Analysing Theoretical Frameworks of Moral Education Through Lakatos’s Philosophy of Science.Hyemin Han - 2014 - Journal of Moral Education 43 (1):32-53.
    The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and (...)
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  35.  16
    Moral Education in a Postmodern World: Continuing Professional Education.Richard G. Bagnall - 1998 - Journal of Moral Education 27 (3):313-331.
    This paper seeks to examine the nature of moral education in a postmodern cultural context with a particular focus on continuing professional education. It is argued that postmodernity sees the radical privatisation of moral responsibility. Building upon a critique of modernist ethics and moral education, five types of response to that privatisation are postulated and evaluated: foundationalism, codification, egocentrism, neotribalism and situationalism. Only the last of these types is seen as an acceptance of the (...)
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  36.  54
    Moral Education Trends Over 40 Years: A Content Analysis of the Journal of Moral Education (1971–2011).Chi-Ming Lee & Monica J. Taylor - 2013 - Journal of Moral Education 42 (4):1-31.
    In 2011 the Journal of Moral Education (JME) celebrated its 40th anniversary of publication. It seemed appropriate to examine and reflect on the JME?s achievements by reviewing its evolution and contribution to the emerging field of moral education and development. Moral education trends, as reflected in the 945 articles published in JME from 1971 to 2011, were investigated by content analysis. The research objectives were: to discover the trends in moral education as (...)
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  37. Exemplarism in Moral Education: Problems with Applicability and Indoctrination.Michel Croce - 2019 - Journal of Moral Education 48 (3):291-302.
    This article introduces an account of moral education grounded in Zagzebski’s recent Exemplarist Moral Theory and discusses two problems that have to be solved for the account to become a realistic alternative to other educational models on the market, namely the limited-applicability problem and the problem of indoctrination. The first problem raises worries about the viability of the account in ordinary circumstances. The second charges the proposed educational model with indoctrinating students. The main goal of this article (...)
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  38.  2
    Kantian Moral Education for the Future of Humanity: The Climate Change Challenge.Ewa Wyrębska-Đermanović - 2022 - Wiley: Journal of Philosophy of Education 55 (6).
    Journal of Philosophy of Education, Volume 55, Issue 6, Page 1045-1056, December 2021.
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  39.  14
    Moral Education in a Time of Human Ecological Devastation.Darcia Narvaez - 2021 - Journal of Moral Education 50 (1):55-67.
    ABSTRACT Stories of civilization and progress tell us that humans cannot help being destructive, selfish, and aggressive, which are side effects of progress requiring sanctions and engineering. It can be argued that this approach has brought about the ecological collapse we face today. The older, more widespread view—that human personality and behavior are shaped by social support—respects the dignity of the individual and of other than humans, disallows coercion and expects high autonomy and communalism. The latter we can call the (...)
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  40.  56
    Moral Education at the Movies: On the Cinematic Treatment of Morally Significant Story and Narrative.David Carr - 2006 - Journal of Moral Education 35 (3):319-333.
    Much contemporary social theory has emphasised the key role that cultural and other narrative plays in any human understanding of moral self and agency. However, in those modern social contexts in which literacy has been widespread, such access to narrative has also been largely via the written word: those significantly educated in cultural heritage have been the primarily well?read. Still, in an age in which communication is most commonly prosecuted through the electronic media of radio, cinema, television and computer, (...)
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  41.  48
    Moral Education in a Plural Society: Malaysia.Hena Mukherjee - 1983 - Journal of Moral Education 12 (2):125-130.
    Abstract Moral education is being phased into the state?approved curriculum in Malaysia and is designed for non?Muslim pupils in the school population. The stated aim of the curriculum is the development of a ?morally?mature? person who will be able to make independent judgements in a moral conflict situation. This paper gives an account of the processes involved in the evolution of the moral education programme, while commenting on issues that impinge most centrally upon it.
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  42. Conceptions of Childhood and Moral Education in Philosophy for Children.Dina Mendonça & Florian Franken Figueiredo (eds.) - 2022 - Berlin: Springer Nature.
    Philosophy for Children has long been considered as crucial for children’s ethical and moral education and a decisive contribution for education for the democratic life. The book gathers contributions from experts in the field who reflect on fundamental issues on how childhood and ethics are interrelated within the P4C movement. The main interest of this volume is to offer an understanding of how different philosophical conceptions of childhood can be coordinated with different ethical and meta-ethical philosophical considerations (...)
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  43. Caring: A Feminine Approach to Ethics and Moral Education.Nel Noddings - 1984 - University of California Press.
    ACKNOWLEDGMENTS. Among Those Who helped greatly in the initial stages of this project by making constructive suggestions on my first "caring" papers are Nick Burbules, William Doll, Bruce Fuller, Brian Hill, William Pinar, Mary Anne ...
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  44. An Introduction to Moral Philosophy and Moral Education.Robin Barrow - 2007 - Routledge.
    Integrity : a shared moral value -- Religion, nature and intuition as possible sources of moral truth -- Some distinctions and some mistakes -- Rights and procedures -- Principles that define morality -- Reasons for being moral -- Relativism -- Second order principles -- Moral vs. social, ecological and sexual values -- Moral vs. health and safety values -- Moral questions in education -- The question of moral education -- Forms of (...)
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  45.  97
    Moral Education in Singapore: A Critical Appraisal.Tan Tai Wei - 1994 - Journal of Moral Education 23 (1):61-73.
    Abstract Moral education in Singapore, ever since political independence, has been pragmatically aimed at forging together, by promoting shared values, the four major racial and cultural communities which at various stages had threatened to polarise. It has also been used for preserving a cultural and national identity against the perceived erosion of Asian roots by Western education. Social cohesion and moral ballast have been seen as instrumental towards a strong economy, including the attraction of foreign investors. (...)
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  46.  17
    Moral Education in the Secondary School’.Peter MacPhail & Jasper Ungoed-Thomas - 1974 - Journal of Moral Education 3 (2):181-184.
  47.  63
    Moral Education in Family Life: The Effects of Diversity.J. Mark Halstead - 1999 - Journal of Moral Education 28 (3):265-281.
    Diversity is a feature of family life which those who speak of the importance of family values should not ignore. The diversity is seen not only in the structure of families, but also in the moral values which children actually pick up in the context of the family and the way in which the transmission of values occurs. Diversity becomes a matter of public importance when the values which children develop at home are perceived to be in serious conflict (...)
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  48.  55
    Transforming Moral Education.Jane Roland Martin - 1987 - Journal of Moral Education 16 (3):204-213.
    Abstract The anomalous character of approaches to moral education that focus on love and an ethic of care is explained in this paper. It is then argued that if moral education is to foster generative love, education itself must be redefined and moral education as we know it must be transformed.
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  49.  60
    Identity, Citizenship and Moral Education.Laurance Splitter - 2011 - Educational Philosophy and Theory 43 (5):484-505.
    Questions of identity such as ‘Who am I?’ are often answered by appeals to one or more affiliations with a specific nation (citizenship), culture, ethnicity, religion, etc. Taking as given the idea that identity over time—including identification and re-identification—for objects of a particular kind requires that there be criteria of identity appropriate to things of that kind, I argue that citizenship, as a ‘collectivist’ concept, does not generate such criteria for individual citizens, but that the concept person—which specifies the kind (...)
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  50.  1
    The Moral Education Theory of Punishment.Jean Hampton - 1994 - In A. John Simmons, Marshall Cohen, Joshua Cohen & Charles R. Beitz (eds.), Punishment: A Philosophy and Public Affairs Reader. Princeton University Press. pp. 112-142.
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