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Christopher Martin 《Educational theory》2009,59(1):1-15
A bstract . The contribution of philosophical ethics to the development of a just conception of education becomes increasingly complex under modern conditions of democratic pluralism. This is because the justification of moral policies for education faces the skeptical challenge of showing how the substantive moral principles upon which a policy rests do not arbitrarily privilege one culturally situated conception of justice over others. In this essay, Christopher Martin argues that this challenge highlights how any legitimate moral point of view on education requires public justification, where a valid moral policy must be demonstrated to be worthy of recognition in a public setting and justified through the reciprocal exchange of reasons. He develops the scope and nature of public justification through an analysis of R.S. Peters's Ethics and Education and the work of Jürgen Habermas. Both Peters and Habermas argue that public justification entails necessary and unavoidable presuppositions of practical reason, presuppositions that form the basis of a procedural theory of moral justification. Martin discusses the implications of such a procedural approach for the development of educational policy. 相似文献
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Sven Erik Nordenbo 《Scandinavian Journal of Educational Research》2013,57(4):163-180
Abstract: Nordenbo, S. E. 1987. Children's Rights, die Antipädagogen, and the Paternalism of John Stuart Mill. Scandinavian Journal of Educational Research 31, 163‐180. In recent decades it has been maintained by some contemporary heirs to the tradition of progressive education that children must be regarded as a ‘subjugated’ section of the population, and that support for this view can be found in John Stuart Mill's moral and political philosophy. This article attempts a closer examination of this latter claim. It can be shown that Mill's ‘principle of liberty’ must be understood according to the strategic theory of moral rules, and that it can thus be argued that paternalism towards children is justifiable, which is what Mill maintains. From this reading of Mill it follows that proponents of ‘educational liberalism’ are not justified in claiming Mill as spokesman for their views. 相似文献
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Whether moral conceptions are universal or culture-specific is controversial in moral psychology. One option is to refrain from imposing theoretical constraints and to ask laypeople from different cultures how they conceptualize morality. Our article adopts this approach by examining laypeople’s associations of moral character in individualistic- and collectivistic-oriented cultures. Using correspondence analysis we found that the concept of moral character yielded widely shared associations with justice and welfare concerns. Yet, there were also clear cultural differences with individualistic-oriented samples associating more frequently rights-based features and collectivistic-oriented samples more frequently associating duty-based attributes. When matching freelisted trait categories with Schwartz’s value types, moral value hierarchies were similar across cultures and correlated significantly with explicit moral value ratings. We conclude that imposing constraints through an expert-designed category system can narrow the scope of inquiry to common moral aspects related to problem-solving, promotion of prosocial actions and control of antisocial behaviour. 相似文献
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Jānis Ozoli?? 《Educational Philosophy and Theory》2013,45(9):892-907
Abstract The place of physical education has been contested in recent times and it has been argued that its justification as part of school curricula seems to be marginal at best. Such justifications as have been offered, propose that physical education is justified because of its contribution to moral development or because it is capable of being studied as a theoretical subject. Other justifications have centred on the embodied nature of the human being. In this article we draw on some classical thinkers, Plato, Aristotle, Aquinas, Augustine and Benedict, to argue for a strong, integrated view of the human person. From this it is concluded that physical education is a necessary component of education and that a complete education therefore involves physical education. Physical education is understood in a broad sense as a family resemblance concept which incorporates a wide variety of physical activities. Disciplined physical activity which enables individuals to gain those physical skills required for learning, it is proposed, is essential for intellectual development. Benedictine education, which involves hard physical work, reading, prayer and reflection, illustrates how the physical and mental aspects of a person are to be integrated in order to attain the ends of the committed Benedictine monk. 相似文献
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《Journal of moral education》2012,41(3):223-228
Abstract: It is claimed that there is a highly contingent and often misleading relationship between (a) giving reasons on a questionnaire and (b) genuine moral understanding. Also, many of the causal factors in shaping moral attitudes are irrelevant to their rational‐moral justification, thus creating a lack of harmony between the two. The solution is a balanced programme that gives equal stress to moral reasoning and to opportunities for relevant emotive and evaluative experience. Aspects of Kant and Schopenhauer are discussed in order to show how reason and feeling may be constructively interdependent in moral motivation. 相似文献
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《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
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Michel Croce 《Journal of moral education》2019,48(3):291-302
ABSTRACTThis 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
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R. A. Schibeci 《International Journal of Science Education》2013,35(4):451-459
Summaries English Science teachers’ perceptions of affective‐domainobjectives were gathered through interview procedures. A sample of teachers in Western Australian high schools were the subjects of the study. For the purpose of analysis, a distinction is drawn between attitudes to science (such as ‘enjoyment of science lessons’ and ‘interest in science') and scientific attitudes (such as ‘honesty in reporting data’and ‘tolerance of the views of others'). Analysis of teachers’ views revealed confusion and lack of clarity regarding these science‐related attitudes. However, it is argued that curriculum writers are no clearer in their views. It is suggested that a much clearer, more explicit justification for attitude objectives (of both kinds) needs to be made by curriculum writers. Science teachers need to be provided with greater assistance in clarifying the role of these attitude objectives, as well as assistance with techniques for their assessment. 相似文献
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Maughn Rollins Gregory 《Educational theory》2014,64(6):627-648
Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between “directive teaching,” in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and “nondirective teaching,” in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature — explicit directive teaching, “steering,” “soft‐directive teaching,” and “school ethos endorsement” — make rational persuasion problematic, if not self‐defeating. In this essay, Maughn Rollins Gregory argues that “procedurally directive teaching” offers an alternative to such approaches because it derives from the intention to guide inquiry rather than to persuade. He demonstrates that the conceptual frameworks of perfectionism and antiperfectionism, which have been proposed for directive teaching on same‐sex marriage, can instead be used to generate open questions for student inquiry, as can a third, civil rights framework. Given these considerations, Gregory maintains that pedagogical guidance on this topic should be procedurally directive rather than substantively directive. Further, the fact that legal, political, and ethics scholars disagree about which framework is more appropriate to the issue of same‐sex marriage indicates that such arguments cannot be dispositive of the pedagogical issue of how to frame classroom discussions about it. Rather, students should inquire into this meta‐level framing dispute for themselves. 相似文献
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A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning 
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下载免费PDF全文 Julie C. Brown 《科学教学研究杂志》2017,54(9):1143-1173
Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K‐12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry‐based science practices (i.e., science and engineering practices identified in the National Research Council's Framework for K‐12 Science Education). The findings from this study indicate several areas of complementarity. Most often, the inquiry‐based practices Obtaining, Evaluating, and Communicating Information, Constructing Explanations and Designing Solutions, and Developing and Using Models were used to advance culturally responsive instruction and assessment. The use and development of models, in particular, allowed students to explore scientific concepts through families’ funds of knowledge and explain content from Western science and Indigenous Knowledge perspectives. Moreover, students frequently Analyzed and Interpreted Data when interrogating science content in sociopolitical consciousness‐raising experiences, such as identifying pollution and asthma incidences in an urban area according to neighborhood location. Specific inquiry‐based practices were underutilized when advancing culturally responsive science instruction, though. For example, Using Mathematics and Computational Thinking and Engaging in Argument from Evidence were infrequently encountered. However, culturally responsive engineering‐related practices were most often connected with these, and thus, represent potential areas for future complementarity, particularly as the United States embraces the Next Generation Science Standards. In considering innovative directions for advancing equitable science education, several possibilities are discussed in light of the findings of this study.© 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1143–1173, 2017 相似文献
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《Journal of moral education》2012,41(3):168-181
Abstract After some preliminary doubts about Kohlberg's method of assessing moral reasoning, his ‘stage‐structural’ theory is criticized under six heads. (1) The claim that the stages constitute structural wholes, representing unified and differentiated patterns of thought: it is argued that the available evidence, and Kohlberg's own methodology, unambiguously implies a developmental continuum, not discrete stage structures. (2) Invariance, which, after counter‐evidence led to a revision in the theory, has yet to be demonstrated. (3) Cultural Universality: it is argued that, because of an ambiguity in the notion of a universal principle, Kohlberg's arguments against cultural relativism tend, if anything, to support it. (4) Logical Necessity: it is argued that Kohlberg shows at most that the sequence forms a hierarchy, from which neither its logical nor even its psychological necessity follows. (5) Increasing Cognitive Adequacy, with the associated claim that it is cognitive conflict which produces movement from one stage to another: it is argued that the empirical evidence conflicts with the theoretical claims, and that the theoretical arguments establish, at most, an increase in moral understanding, which could well increase, rather than decrease, cognitive conflict. (6) Increasing Moral Adequacy: this claim is as yet unjustified in any of its three possible interpretations. Finally it is suggested that Kohlbergian theory is in danger of becoming, in Lakatos's terms, a degenerating research programme. 相似文献
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Should universities concern themselves with social criticism or should their intellectual role be conceived solely in terms of the preservation and extension of knowledge? It is argued that the claim that universities should act as centres of social criticism can be justified on two grounds: the nature of intellectual inquiry and the concept of higher education. Several current sources of opposition to this view are then examined and ways in which they might be resisted are outlined.
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《Journal of moral education》2012,41(2):85-94
Abstract Two basic worries about moral education are considered. The first ‐‐ whether there are or are not fundamental principles of reason and procedure which govern moral decision‐making ‐‐ is argued to be unnecessary, since there plainly are some such procedures. The second ‐‐ how and in what direction pupils should be motivated to attend to such principles ‐‐ is a more complex and difficult matter, which has to be tackled whatever one's particular philosophical views on morality. It is argued that the proper object of motivation is primarily allegiance to certain principles of rationality and justice, natural sympathy or personal benevolence being regarded as desirable but too fragile. 相似文献
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CHARLENE TAN 《Journal of Philosophy of Education》2017,51(1):331-343
This article proposes a Confucian conception of critical thinking by focussing on the notion of judgement. It is argued that the attainment of the Confucian ideal of li (normative behaviours) necessitates and promotes critical thinking in at least two ways. First, the observance of li requires the individual to exercise judgement by applying the generalised knowledge, norms and procedures in dao (Way) to particular action‐situations insightfully and flexibly. Secondly, the individual's judgement, to qualify as an instance of li, should be underpinned and motivated by the ethical quality of ren (humanity) that testifies to one's moral character. Two educational implications arising from a Confucian conception of critical thinking are highlighted. First, the Confucian interpretation presented in this essay challenges the perception that critical thinking is absent from or culturally incompatible with Chinese traditions. Secondly, such a conception advocates viewing critical thinking as a form of judgement that is action‐oriented, spiritual, ethical and interpersonal. 相似文献
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《Journal of moral education》2012,41(3):299-302
The model of moral functioning scaffolded in the 2008 JME Special Issue is here revisited in response to three papers criticising that volume. As guest editor of that Special Issue I have formulated the main body of this response, concerning the dynamic systems approach to moral development, the problem of moral relativism and the role of emotion in moral functioning. Five 2008 Special Issue authors contribute reflections: Darcia Narvaez, Jeremy Frimer and Lawrence Walker, Helen Haste and Ann Higgins‐d’Alessandro. The Dynamic Systems Approach proposed by Kim and Sankey is commended, with some reflections on potential problems. The challenge of Gibbs et al. is answered. And the concerns of Kristjánsson are recognised as pointing toward needed work though failing to appreciate the way the Special Issue authors frame the role of emotion in moral functioning. The outline of the multi‐level model of moral functioning offered in the Special Issue is clarified and reaffirmed in response to these three critiques. 相似文献
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《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
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John Quicke 《British Journal of Sociology of Education》1986,7(1):81-86
In this article it is argued that the author of ‘The integration‐segregation debate: some sociological considerations’ ("BJSE, 6 (1)) fails to provide an adequate justification for not considering the contribution of the interactionist/interpretive paradigm to research, policy and practice in special education. His definition of the term ‘explanation’ is queried, and some consequences of ignoring this paradigm are spelt out. A critical examination of its historical influence would have enriched his own materialist account which, as it stands, fails to engage with progressive thinking in the area. It is suggested that the fault stems partly from the influence of a paradigmatic mentality. 相似文献