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.
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.
J. Mark Halstead is Reader in Moral Education at the University of Ply[1]mouth and Director of the Centre for Research into Moral, Spiritual and Cultural Understanding and Education (RIMSCUE Centre). A former school-teacher and journalist, he has written several books on values in education. Terence H. McLaughlin is University Lecturer in Education at the University of Cambridge and Fellow of St Edmund's College Cambridge, where he is Director of Studies of Philosophy. He has written on many areas of the philosophy of education, and is currently the Vice-Chair of the Philosophy of Education Society of Great Britain.
Inhaltsangabe
Introduction PART I The nature of morality and moral education 1 Morality as an educational institution 2 Cross questions and crooked answers: contemporary problems of moral education PART II Rationality, society and the morally educated person 3 Moral education in a pluralist liberal democracy 4 Agency and contingency in moral development and education 5 Education for citizenship PART III Virtues, practices and the education of character 6 The demands of moral education: reasons, virtues, practices 7 How to seem virtuous without actually being so 118 8 Education in character and virtue PART IV Pluralism, postmodernism and moral education 9 Pluralism, moral imagination and moral education 10 Postmodernism and the education of character 11 Against relativism 12 The arts, morality and postmodernism PART V Moral motivation 13 'Behaving morally as a point of principle': a proper aim of moral education? 14 Weakness, wants and the will
Introduction PART I The nature of morality and moral education 1 Morality as an educational institution 2 Cross questions and crooked answers: contemporary problems of moral education PART II Rationality, society and the morally educated person 3 Moral education in a pluralist liberal democracy 4 Agency and contingency in moral development and education 5 Education for citizenship PART III Virtues, practices and the education of character 6 The demands of moral education: reasons, virtues, practices 7 How to seem virtuous without actually being so 118 8 Education in character and virtue PART IV Pluralism, postmodernism and moral education 9 Pluralism, moral imagination and moral education 10 Postmodernism and the education of character 11 Against relativism 12 The arts, morality and postmodernism PART V Moral motivation 13 'Behaving morally as a point of principle': a proper aim of moral education? 14 Weakness, wants and the will
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