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1.
ABSTRACT

The aim of this article is to show that an aesthetics of exemplarity could be a useful component of projects of moral self-cultivation. Using Linda Zagzebski’s exemplarism, I describe a distinctive, aesthetically-inflected mode of admiration called moral attraction whose object is the inner beauty of a person—the expression of the ‘inner’ virtues or excellences of character of a person in ‘outer’ forms of bodily comportment that are experienced, by others, as beautiful. I then argue that certain moral traditions deploy inner beauty within their practices of moral self-cultivation—a good example being Confucianism. Advocates of exemplarist moral education should therefore take seriously the ways that an aesthetics of exemplarity can play roles within projects of moral self-cultivation.  相似文献   

2.
ABSTRACT

The article makes a number of critical remarks concerning Linda Zagzebski’s exemplarism. On the positive side, I argue that one of its strengths is the focus on motivation as an important factor in moral education whilst, on the negative, I draw attention to two issues. The first is that Zagzebski’s notion of moral exemplars is insufficient since it is too narrow, merely focusing as it does on high standard moral heroes while neglecting more usual moral agents who at least in some respects may also play the role of exemplars. Secondly, I find Zagzebski’s view of admiration (as a fundamental notion in building a moral theory) to be somewhat circular.  相似文献   

3.
Coaches have the potential to influence athletes’ moral development, especially at the collegiate level—a powerful period of growth in young adults’ lives. As central agents in athlete moral education, coaches’ moral development and understanding of professionalism is currently unknown. The purpose of this study was to increase understanding of the ethical professional identity development of sport coaches. In-depth interviews based on moral exemplar and moral identity development theories were conducted with NCAA Division-I collegiate head coaches (n = 12) in the United States who were peer nominated ‘moral exemplars’. Interviews elicited themes of moral exemplarity, professionalism, and above average ethical identity development. Results can inform and improve coach education for current and future members of the profession.  相似文献   

4.
Abstract

While the idea of exemplification or role-modelling as a means to the education of moral character and virtue is of ancient pedigree—traceable at least to Aristotle’s ethics—the influence of personal example is clearly not unproblematic since individuals may be admired or imitated for less than morally admirable qualities. However, personal exemplification is evidently not the only route to moral exemplification, insofar as readers may find much to admire or emulate in the characters of literary or other artworks which may allow for some critical distance between admired and admirers. This article is concerned with exploring the potential for moral exemplification of literature and arts.  相似文献   

5.
ABSTRACT

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 is to show how an exemplar-based account of moral education can handle both problems without compromising its structure and upshot.  相似文献   

6.
This study is a comparative analysis of the characteristics of moral exemplars presented in moral education textbooks in Korea and Japan. The purpose of the study is to examine and compare moral values presented through the lives and stories of moral exemplars in the two countries that have moral education as an independent and separate subject based on the national curriculum. To this end, the study uses analytical criteria such as gender, nationality, social roles, historical backgrounds, and specific moral values in order to investigate characteristics of 307 moral exemplars in Korea’s and Japan’s most used moral education textbooks. The results show significant similarities and differences in moral exemplars between the two nations. In the case of the similarities, both countries emphasize moral autonomy and respect for human life. In the case of the differences, while Korea presents more historic figures as moral exemplars, Japan presents more students and ordinary people as moral exemplars.  相似文献   

7.
ABSTRACT

One natural application of Linda Zagzebski’s exemplarist moral theory (EMT) is found in the context of moral and intellectual character education. Zagzebski discusses this application in her recent book, commenting that ‘exemplars can serve as a guide for moral training’ (p. 129) and endorsing ‘the learning of virtue by imitation’ (p. 129). This theme has been pursued compellingly by authors working at the intersection of virtue ethics and education, contributing to an emerging case for exemplarist-based approaches to character education. I focus on intellectual character education and draw attention to an interesting case in which exemplarism in the classroom may be seen to inhibit, rather than promote, the development of intellectually virtuous character. This is the case of virtuous inquisitiveness.  相似文献   

8.
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 educational research. Finally, the potential impacts of the new trends emerging from natural sciences that seem to be challenging to existing theoretical frameworks of moral education are examined using the vantage points of philosophy of science.  相似文献   

9.
ABSTRACT

Linda Zagzebski’s exemplarist moral theory claims that admiration for a person is a necessary condition for her to be a moral exemplar. I argue that this claim is empirically unsupported. I provide two counterexamples, astronauts and brain data. I demonstrate that they play the role of exemplars well but receive no admiration and, accordingly, are entitled to be called nonadmirable moral exemplars. I conclude that my argument suggests why Aristotle, distinct from Zagzebski, does not emphasise the role of the praiseworthiness of virtue in his theory of virtue development in the Nicomachean Ethics.  相似文献   

10.
Abstract

This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.  相似文献   

11.
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12.
While Kant's pedagogical lectures present an account of moral education, his theory of freedom and morality seems to leave no room for the possibility of an education for freedom and morality. In this paper, it is first shown that Kant's moral philosophy and his educational philosophy are developed within different theoretical paradigms: whereas the former is situated within a transcendentalist framework, the latter relies on a teleological notion of human nature. The second part of this paper demonstrates that the core ideas of Kant's moral philosophy are also present in his pedagogy. This means that the problem of moral education must be solved within the transcendentalist framework. It is finally claimed that Kant himself outlines a solution to this problem in his pedagogical lectures.  相似文献   

13.
This article is about moments when teachers experience hate speech in education and need to act. Based on John Dewey’s work on moral philosophy and examples from teaching practice, I would like to contribute to the discussion about moral education by emphasizing the following: (1) the importance of experience, (2) the problem with prescribed morals and (3) the need for moral imagination in education. My Deweyan proposal for teachers responding to hate speech in education is to use moral imagination in education and take contextual elements into consideration when deciding how to act. Doing this would facilitate work related to doing morals and help to prevent prescribing morals as something that has already been done and that teachers (and students) have to adjust to in schools without being part of the process.  相似文献   

14.
Abstract

This article will highlight the distinctive role of Cavell in renewing a dawn of American philosophy. Following Emerson’s remark, ‘the inmost in due time becomes the outmost’, Cavell develops his distinctive line of antifoundationalist thought. To show how unique and valuable Cavell’s endeavor to resuscitate Emerson’s and Thoreau’s voice in American philosophy is, this paper discusses the political implications of Cavell’s Emersonian moral perfectionism. This involves a reconsideration of what measures justice and what justifies happiness. While Cavell is sometimes said to be too personal and too subjective to be political, I shall argue that his Emersonian perfectionism, with its concomitant idea of the conversation of justice, is in fact thoroughly political and democratic. I shall illustrate this by examining his writing on a Hollywood film, Mr. Deeds Goes to Town (1936). The film shows vividly that happiness is a condition for achieving democracy from within. In conclusion, I shall propose that a readiness for the risk inherent in speech, rather than, say, acquiescing in received ideas or hiding behind the words of others, is at the heart of perfectionist education for globally minded citizens.  相似文献   

15.
ABSTRACT

In 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   

16.
This article addresses a puzzle about moral learning concerning its social context and the potential for moral progress: Won’t the social context of moral learning shape moral perceptions, beliefs, and motivation in ways that will inevitably limit moral cognition, motivation, and progress? It addresses the relationships between habituation and moral reasoning in Aristotelian moral education, and assesses Julia Annas’s attempt to defend the possibility of moral progress within a virtue ethical framework. Focusing on the motivational core of the puzzle, the article argues that Self-determination Theory (SDT) provides resources for better understanding how moral progress is possible and how moral education can facilitate such progress.  相似文献   

17.
Abstract

In this essay, I try to make sense out of Kant’s unusual concept of grace, particularly as regards its uneasy relationship to education within the context of the effort to overcome evil. The key to the puzzle, I argue, lies in what I call ‘moral receptivity’. Part of education’s job is to make us morally receptive to grace by preparing us for its possibility.  相似文献   

18.
ABSTRACT

The present study provides an analysis of John Amos Comenius’s thoughts on moral and pious education, educational governance and school discipline as expressed in Didactica Magna. This is examined from the background of his view of education as a societal phenomenon, the purposes of different categories of knowledge for individual formation and the role of pedagogy in the upbringing of children. Theoretically, this paper expands on Michel Foucault’s ideas about governmentality and discipline, as well as on Henri Lefebvre’s spatial theories. The article argues that Comenius can be viewed as a significant contributor to the early modern shift towards new administrative techniques for school governance, transmitting the mode of disciplinary power into pedogogised and didactic forms. The article contributes to achieving more systematic knowledge for understanding the focused areas of schooling, the concept of discipline and the pedagogic premises of disciplinary practice in an early-modern European educational context.  相似文献   

19.
Abstract

Non-indoctrinational moral education involves teaching children to engage in ethical inquiry. This means that, since ethical inquiry has the status of a craft, the students will be apprentices in that craft. The classroom becomes, for this purpose, a community of ethical inquiry — an ethical atelier where students learn the tools, methods, practices and procedures which craftsmen associated with that tradition customarily utilize. It is only when one is adept at the generic procedures of reasoning that one can be adept at specifically moral reasoning, but to make the transition possible, the generic procedures should be taught within the humanistic and critical context of philosophy, and within the setting of a community of ethical inquiry.  相似文献   

20.
This article explores the idea of exemplarity in relation to educational research and teacher education. Exemplarity is introduced as an alternative to the paradigm of evidence and ‘what works’, which seems to be omnipresent in educational research at present. The idea of exemplarity relates to the particularity of educational practice. The claim of this article is that we need to skew the dominance of functionalistic studies of education, which focus on skills and solutions to problems, or on providing quick fixes and methods to be applied in practice. I will argue that this tactic shuts down interpretive spaces and gives the teacher an illusion of simplicity and efficacy that connects poorly with the complexities of pedagogical practice. Exemplarity provides a different way of answering the question of ‘what works’, since it does not claim generalisability, but instead offers a path to reflective engagement with the complexities of educational processes. The idea of exemplarity highlights how educators can be invited to lend an ear to practical experience and pedagogical theorising, and through these develop their tact and reflective abilities through exemplars that display pedagogical principles. This, in turn, offers the possibility of retuning one’s practice, and in the scope of this article, retuning educational research itself.  相似文献   

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