Ethics education seen through the lens of Habermas's conception of practical reason: the Québec Education Program

Journal of Moral Education 41 (2):171-187 (2012)
This paper examines the Québec Education Program (QEP), particularly the new course in ethics and religious culture (ERC), in the light of Habermas?s conception of the moral and ethical uses of practical reason. Habermas?s discursive theory of morality is used to assess the program?s understanding of what it means to be competent in moral matters. Specifically, the paper considers whether or not the program limits the exercise of practical reason to its purely pragmatic form, and the extent to which the program takes into account the intersection between the subjective and social world of learners. The Québec program serves as a context for thinking about the level(s) of practical reason an ethics education program ought to cultivate in learners
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DOI 10.1080/03057240.2012.668007
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References found in this work BETA
Terence H. McLaughlin (1999). Beyond the Reflective Teacher. Educational Philosophy and Theory 31 (1):9–25.
Olivier Abel (1998). L’Éthique Reconstructive. Dialogue: Canadian Philosophical Review / Revue canadienne de philosophie 37 (1):196-198.
Marc Maesschalk (1996). Pour une éthique des convictions. Revue Philosophique de la France Et de l'Etranger 186 (1):178-179.

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Alison Hills (2007). Practical Reason, Value and Action. Journal of Moral Philosophy 4 (3):375-392.
John Wilson (1996). First Steps in Moral Education. Journal of Moral Education 25 (1):85-91.

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