Offering a variety of perspectives on some of the most fundamental questions about moral education the volume is written in the belief that philosophy has an important contribution to make in bringing about a clearer understanding of the task of moral education. There is an international team of contributors including both philosophers and educationalists. These include; David Best, Brian Crittenden, Paul Hirst, Ruth Jonathon, John Kekes, Will Kymlicka, Alasdair MacIntyre and Amelie Oksenberg Rorty.
Author(s): J. Mark Halstead ; Terence McLaughlin
Edition: 1
Year: 1999
Language: English
Pages: 288
BOOK COVER......Page 1
HALF-TITLE......Page 2
TITLE......Page 4
COPYRIGHT......Page 5
CONTENTS......Page 6
CONTRIBUTORS......Page 8
ACKNOWLEDGEMENTS......Page 9
INTRODUCTION......Page 10
1 MORALITY AS AN EDUCATIONAL INSTITUTION......Page 16
The diverse functions of practical morality......Page 17
Differing characterisations of the moral domain......Page 23
The new emphasis on civic virtues......Page 25
Moral imagination and moral deliberation......Page 28
References......Page 30
What is the problem of moral education?......Page 32
Recent reflection on moral education......Page 34
The cultural roots of the contemporary problem of moral education......Page 37
The liberal conception of moral education......Page 39
Moral aspiration: what price a modern restatement?......Page 43
An optimistic conclusion?......Page 46
Notes......Page 48
References......Page 50
Dimensions of moral pluralism......Page 54
Moral education in common schools: efforts to avoid diversity......Page 58
Essential features of moral learning......Page 60
The scope of moral education in common schools......Page 62
References......Page 67
4 AGENCY AND CONTINGENCY IN MORAL DEVELOPMENT AND EDUCATION......Page 68
Moral development and its parameters......Page 69
Moral development and the enterprise culture......Page 74
The self and its social world......Page 76
Clues for reconstruction......Page 80
References......Page 83
5 EDUCATION FOR CITIZENSHIP......Page 86
The nature and importance of citizenship......Page 87
The need for citizenship education in schools......Page 92
Citizenship and separate schools......Page 95
Citizenship and personal autonomy......Page 97
Citizenship and national identity......Page 100
Notes......Page 104
References......Page 107
6 THE DEMANDS OF MORAL EDUCATION......Page 112
The development of moral reason......Page 113
Limitations of the rational approach......Page 114
Moral education as personal fulfilment......Page 115
The development of rational practice......Page 116
The social dimension of moral learning......Page 118
Features of the moral life......Page 120
Moral education as initiation into social practices......Page 121
7 HOW TO SEEM VIRTUOUS WITHOUT ACTUALLY BEING SO......Page 126
Behind the facade of moral consensus......Page 127
Moral immaturity and counterfeit virtue......Page 130
Why a shared public system of moral education is impossible......Page 133
The inadequacy of a ‘shared public morality’......Page 136
8 EDUCATION IN CHARACTER AND VIRTUE......Page 140
Conceptions of ‘character education’......Page 141
‘Non-expansive’ conceptions of education in character and virtue......Page 146
Critique of ‘non-expansive’ conceptions......Page 150
Expansive conceptions of education in character and virtue......Page 154
Notes......Page 163
References......Page 166
The nature of pluralism......Page 174
Moral imagination......Page 179
Two aspects of moral imagination......Page 182
Moral education......Page 187
References......Page 189
Moral realism and character education in a postmodern world......Page 192
Particularism and the patterning of reasons......Page 196
The perspectival nature of ethical reasoning......Page 198
Two conceptions of character......Page 202
Character as the capacity to respond to contingencies......Page 204
Character education: the way forward......Page 207
Notes......Page 210
References......Page 211
Moral relativism and what is wrong with it......Page 214
The argument from moral disagreement......Page 216
The argument from respect......Page 217
The ‘argument’ from the dislike of argument......Page 218
A confusion about belief......Page 219
Relativism and (absolute) truth-in-a-situation......Page 220
An argument for absolutism......Page 221
Whither moral education?......Page 223
Notes......Page 224
References......Page 225
Introduction......Page 226
Polarisation......Page 227
Purposive or autonomous......Page 228
Source of confusion......Page 230
Meaning in the arts......Page 234
Section 2: Postmodernism......Page 236
The self......Page 238
Language and thought......Page 239
Power of the media......Page 241
Objectivity......Page 242
News media......Page 244
Notes......Page 245
References......Page 246
Moral motivation......Page 250
Why do we need moral motivation?......Page 253
Making sense of morality—religious and secular ways......Page 257
Notes......Page 263
References......Page 264
The gap between moral beliefs and moral conduct......Page 266
The failure of moral education to address the problem......Page 268
The nature of moral weakness and moral motivation......Page 270
Implications for moral education......Page 272
References......Page 274
INDEX......Page 276
