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MORALIZED PSYCHOLOGY OR PSYCHOLOGIZED MORALITY? ETHICS AND PSYCHOLOGY IN RECENT THEORIZING ABOUT MORAL AND CHARACTER EDUCATION 总被引：1，自引：0，他引：1
David Carr 《Educational theory》2007,57(4):389-402
A bstract . Moral philosophy seems well placed to claim the key role in theorizing about moral education. Indeed, moral philosophers have from antiquity had much to say about psychological and other processes of moral formation. Given this history, it may seem ironic that much systematic latter-day theorizing about moral education has been social scientific, and that some of the major trends in the field have been led by empirical or other psychologists. Moreover, while acknowledging the influence of such major past philosophers as Plato, Aristotle, and Kant on the primary modern movements of cognitive developmentalism, care ethics, and character education, some recent social scientists have called for the development of a "psychologized morality" in the interests of an even more leading role for psychological research in the theory of moral formation. In this essay, David Carr surveys and critically evaluates these trends in theorizing moral education. 相似文献
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Craig Locatis Eldon Ullmer Victor Carr Richard Banvard Quang Le Raulie Lo Matthew Williamson 《Educational technology research and development : ETR & D》1992,40(2):77-82
A study of authoring system technology was done to update a previous study done in 1985. While the earlier study focused on
software selection methods, the current one emphasizes trends in authoring tool characteristics, vendor approaches to the
market-place, and evaluation methods. It also raises questions about some of the often tacit assumptions underlying the technology's
development and use. 相似文献
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Systems theory and thinking are fundamental for the effective application of human performance technologies and instructional
design to organizational and educational change efforts. One of the cornerstones of systemic change is the involvement of
all stakeholders in what is termed participatory- or user-design. While the value of including the users in the creation of
large systems of education and human performance (such as training, computer systems, and curriculum) is apparent, the reality
of such inclusive efforts has a history of failure. Meeting the challenge of shifting power dynamics, empowering stakeholders
and educating for design must, at some level, fall to the leaders of any dynamic organization. This paper describes systemic
change as a context for user-design and defines user-design in that context. Approaches to user-design are explored, including
ethnographic field methods, cooperative design, and action research-based user-design as applied to the creation and implementation
of new technologies. A proposed research plan for the advancement of user-design practice concludes the work. 相似文献
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David Carr 《British Journal of Educational Studies》2017,65(1):109-124
Despite much recent concern with the possibilities of moral character education in elementary schooling and professional training, the university and higher educational prospects of such education have only lately received much attention. This paper begins by considering – and largely endorsing – the general case for character education in contexts of pre-adult schooling and adult professional and vocational training. However, it proceeds to argue that the case for intervention in character formation in some educational contexts is not generally applicable to university and higher education. Key points are that there can be no clear normative warrant for such intervention in the case of learners who are: (i) beyond the age of majority and (ii) voluntarily engaged in study wherein significant professional or public implications of personal character development are not a pressing concern. In short, while good moral character is clearly of general human importance, its deliberate or explicit promotion may not be equally warranted in all educational contexts. 相似文献