共查询到20条相似文献，搜索用时 15 毫秒
1.
《Journal of moral education》2012,41(3):158-161
Abstract Some objections to an earlier article of mine concerning the use of hypothetical moral situations in moral education are first examined. It is then argued that to characterize morality as a wholly ‘public’ or ‘private’ affair is mistaken, as moral decision‐making must involve a combination of both features. 相似文献
2.
《Journal of moral education》2012,41(2):88-102
Abstract Lawrence Kohlberg's work in moral education appears to be significant enough philosophically that one is tempted to use much of it to resolve basic problems of long standing. In this essay it is argued that it would prove more fruitful for Kohlberg or anyone else to avoid applying his developmentalist position to the settling of such problems as utilitarian/formalist supremacy or the search for a ‘best’ morality. Instead, emphasis could be placed on the explicating of the fundamental requirements of a non‐relativistic, non‐egoistic morality of whatever sort. Such basic moral requirements serve to highlight of what principled morality (Stages Five and Six) consists, and why it need not be tied to a Rawlsian Formalism, or to any other normative ethical position. In fact, there is considerable cause for supposing that what Kohlberg really achieves with clarity is nothing more than a sequential typology of development in moral thinking from egoism to universalism, and from situation‐specific rules to universalizable and reversable judgments of principle. This in itself constitutes, of course, an enormous undertaking and, if successfully defended, would be a very significant breakthrough in Psychology, Education and Philosophy. It is what Kohlberg ought to be about, rather than something unnecessarily contentious. 相似文献
3.
《Journal of moral education》2012,41(1):58-67
Abstract In this paper the authors examine the nature and significance of the interface between race, culture and morality and the implications for the classroom teacher in relation to schooling generally and moral education in particular. They argue that morality is circumscribed by the culture(s) from which it derives and within which it operates. It is therefore, impossible to consider one without the other. The same applies in relation to race and culture and similarly to the holism of race, culture and morality. Having argued that culture in Britain has been increasingly racialized, they make the case for an anti‐racist approach to moral education which debunks the racial baggage from contemporary conceptions of morality. They finally argue that since teachers, like pupils, bring their own values and perceptions with them to school, teachers need to acknowledge this and respond positively within the context of a ‘multi‐ethnic’ Britain. 相似文献
4.
《Journal of moral education》2012,41(1):14-21
Abstract Past work in the field is examined at four levels: the social structural, the institutional, that of action and the social psychological in both the psychological and sociological traditions. A definition of morality is proposed with the aim of directing future work. This definition focuses upon choice. The concept of choice is analysed into three components: the ‘objective’ situation, the actor's definition, and the perceived social structural constraints. Each component is then applied to moral education in an attempt to indicate worthwhile future directions for research. 相似文献
5.
《Journal of moral education》2012,41(3):170-180
Abstract Some of the character education programmes that were implemented in American public schools during the first three decades of this century are examined. The educational theory underlying these programmes is contrasted to John Dewey's ideas on moral education. Character education programmes reflected a trait‐inspired approach to morality: character was assumed to be a structure of virtues and vices. Dewey's conception of morality was broader; he held that character embraced all the purposes, desires, and habits that affect human conduct. Dewey's recommendations for moral education differed significantly from those put forward by the advocates of character education, as Dewey,’s proposals were basically proposals for school reform. Because character education programmes were aimed at developing specific virtues in students, the programmes were narrowly conceived and were unable to affect major changes in educational practice. 相似文献
6.
《Journal of moral education》2012,41(2):101-112
The interest in moral education has focused largely on the teaching of morality or on nurturing moral qualities and virtues or on the "moral atmosphere" of the school; but little, comparatively speaking, has been written about education itself as essentially a moral practice. Failure, in this respect, has damaging results. First, the practice of education goes adrift from its moral roots — and serves particular ends such as economic well-being or citizenship as conceived by those in power. Secondly, the programmes of moral or personal and social education are isolated from the moral context in which they make sense. These issues are addressed in the lecture. 相似文献
7.
加强大学生学术道德教育的思考 总被引：2，自引：0，他引：2
学术道德是为社会或特定群体共同期望和遵守的、用以调整从事学术研究的主体之间关系的基本规范和准则。大学生存在学术道德失范现象，其原因是多方面的。加强大学生学术道德教育，需要系统优化社会道德环境与学术道德环境；强化学校对于大学生学术道德教育的责任；提升大学生的学术道德自律意识；制定严格的学术规范。 相似文献
8.
《Journal of moral education》2012,41(3):249-251
Abstract: Various claims have been made for a connection between moral education and science. The most prominent of these‐‐'evolutionary ethics’ ‐‐ is examined and found to be philosophically unjustifiable. However, after an analysis of the form and content of scientific reasoning, it is concluded that some other claims are justifiable, in that there are connections of identity between science and morality in terms of logic, relevant knowledge, perspectives, and certain virtues, especially virtues of the will. These connections can be of value for moral education. 相似文献
9.
《Journal of moral education》2012,41(3):315-324
The argument is made that psychometric forms of assessment are essential to the large-scale adoption of developmental approaches to moral education. In this respect, the Defining Issues Test has been an invaluable tool for research and practice in moral education. However, because such instruments are based upon previous developmental research, they are by definition derivative and unsuited for basic research on moral development. In addition standardised measures, while essential to educational research on the correlates of moral growth, run the risk of reifying extant views and assumptions about morality and moral development. Thus, such measures may stand in the way of generating new knowledge and/or impeding the assimilation of alternative conceptions of morality and social development within educational research and practice. To avoid these problems, while at the same time benefiting from the utility of measures such as the DIT, requires a constant reciprocal interaction between the generation of standardised measures and basic developmental research. 相似文献
10.
《Journal of moral education》2012,41(4):266-273
Abstract Moral Education theory commonly attacks religion‐based morality as authoritarian and wants to divorce ME from RE. Three significant Christian documents, the Fourth R (the Durham Report on RE), Teaching Christian Ethics and The Child in the Church are used to support the claims that the relationship between Christianity and Ethics is more subtle, and that Christians can help young people consider issues in moral education in a balanced way and thus arrive at their own conclusions. A study of Christianity has significant contributions to make to moral education. 相似文献
11.
ABSTRACT Self-Determination Theory (SDT) is an empirically based organismic theory of human motivation, development, and well-being that shares many points of interest with the fields of moral development and moral education. Yet, SDT has been largely disconnected from these fields so far. How can we define and empirically assess autonomous moral motivation? How is moral autonomy achieved in the course of development? And what are the relationships between leading a moral life and happiness? These questions have been occupying moral psychologists and educators for a long time. They are focal for SDT, as well. This special issue highlights various lines of intersection between SDT, morality and education. Contributions either expand SDT into the moral domain or incorporate elements of SDT into moral theory with the ultimate goal of integrating fields that inherently belong together. 相似文献
12.
ABSTRACTPrevious research on children’s moral reasoning usually used a quantitative approach and a pre-determined set of methods in order to establish early moral landmarks. We proposed a qualitative perspective on the basis of which we have formulated three main objectives: 1) to identify the main categories of behaviors that children spontaneously associate with the notion of morality, in line with Turiel’s Domain Theory; 2) to investigate children’s conceptions of moral and social-conventional rules and 3) to assess the gender differences in the use of care and justice reasoning, in line with Gilligan’s assertion that females are care-oriented and that males consistently use the justice orientation and infrequently use the care orientation. Ninety-two children (57% boys, mean age was 8.19 years) were required to describe morality in behavioral terms without being guided by specific indications from the researchers. Our results reflected a tendency towards morality perceived through behaviors directed towards others, namely through altruism, and also the domination of moral norms as compared to social ones, partially confirming Gilligan’s theory concerning gender specificities regarding moral reasoning in the questions of care and justice. 相似文献
13.
This paper discusses ethical dilemmas in early childhood education as identified by kindergarten and elementary school teachers ( n = 26). Ethical dilemmas are investigated in the theoretical framework of virtue epistemology. The moral stances of care and responsibility are identified as basic elements in teachers' professional morality. The empirical findings present conflicts between teachers and parents, collegial conflicts between teachers, and inter-institutional conflicts in the community. The method used in the study is a relational reading of teachers' narratives. Interpretative accounts are created to give room for both care and responsibility voices in teachers' written reports. The analysis of the data reveals that the ethical dilemmas in early childhood education are very relational and deal with competing interpretations of 'the best interest of the child'. Teachers have taken the moral stance of care by identifying the ethical conflict. However, the responsible professional action has been more difficult for them to accomplish. Most of the time, discussions have not produced the desired results. Ethical conflicts in teaching invite teachers to consider the moral relevance of each dilemma by taking the perspectives of the involved parties. 相似文献
14.
私德教育:当代道德教育的必然内容 总被引：1，自引：0，他引：1
人们往往认为私德的发生范围和影响力比公德较小,因此在当前我国道德建设和研究中严重忽视了私德教育。其实,相对于公德而言,私德有着特定的内涵和特殊的价值,不仅关系到个人的安身立命,还关系到社会的文明和进步。因此,当前理应采取行之有效的措施大力加强私德教育。 相似文献
15.
《Journal of moral education》2012,41(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 it is suggested that arguments for neutrality rest on mistaken assumptions about the nature of morality and that, without a background of established and accepted values moral education cannot even be considered. 相似文献
16.
《Journal of moral education》2012,41(4):515-516
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 such as compassion is vital in accounting for the emotional aspect of morality. The second issue pertains to Hand’s foundational premise of human beings’ rough equality. Following Martha Nussbaum, I argue that contractarian approaches must be critically evaluated to ensure the social contract properly includes and accounts for the human dignity of those who are typically excluded from the benefits of society. Hand’s justificatory arguments rely upon a contractarian premise, and the contract itself needs scrutiny and adjustment if it is to support a viable theory of moral education. 相似文献
17.
《Journal of moral education》2012,41(2):110-123
Abstract The commonly used notion of principled morality is interpreted philosophically and psychologically. Five sets of philosophical assumptions embedded in this notion are identified, dealing with the purpose of morality, the place of reason in morality, the autonomy of the moral agent, the autonomy of moral discourse and the nature of moral principles. An attempt is made to make these assumptions more meaningful to the non‐philosophical reader by offering a phenomenological account of how they might be reflected in the real processes of moral judgment. The interpretation emphasizes the dynamic nature of principled moral judgment. 相似文献
18.
《Journal of moral education》2012,41(3):191-200
Abstract: A pervasive and persistent subjectivist slogan concerning the nature of right action, uttered most commonly by new students of moral philosophy, is stated and its absurdity exposed. The sources of its pervasiveness and persistence are probed, and are found to lie in the confusion of an uncontroversial conceptual feature of morality with a superficially similar over‐estimation of the moral status of the individual conscience. The non‐primacy of the conscience is briefly demonstrated; and it is suggested that exposure of the sources of the slogan frees one from the tendency to be taken in by it. 相似文献
19.
《Journal of moral education》2012,41(4):501-514
ABSTRACTIn A Theory of Moral Education, Michael Hand claims that a directive moral education that seeks to persuade children that a particular conception of contractarian morality is justified can be undertaken without falling foul of the requirement not to indoctrinate. In this article, we set out a series of challenges to Hand’s argument. First, we argue that Hand’s focus on ‘reasonable disagreement’ regarding the status of a moral conception is a red-herring. Second, we argue that the endorsement of moral contractarianism and the prohibition on indoctrination pull in different directions: if contractarianism is sound, then teachers or governments should be less worried about indoctrination than Hand suggests. Third, we argue that moral contractarianism is mistaken; teachers should look elsewhere for guidance on the moral norms and principles towards which they should direct their pupils. 相似文献
20.
高校德育工作体系是高校德育工作顺利开展的基础和前提,是一个常说常新,讨论广泛的课题.文章在反思原有德育工作体系的基础上,从全员德育,健全德育工作体制,制定规章制度,调动德育工作人员积极性,完善德育评估体系五个方面探讨高校德育工作体系问题. 相似文献