David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 15 (1):58-67 (1986)
Abstract In this paper the authors examine the nature and significance of the interface between race, culture and morality and the implications for the classroom teacher in relation to schooling generally and moral education in particular. They argue that morality is circumscribed by the culture(s) from which it derives and within which it operates. It is therefore, impossible to consider one without the other. The same applies in relation to race and culture and similarly to the holism of race, culture and morality. Having argued that culture in Britain has been increasingly racialized, they make the case for an anti?racist approach to moral education which debunks the racial baggage from contemporary conceptions of morality. They finally argue that since teachers, like pupils, bring their own values and perceptions with them to school, teachers need to acknowledge this and respond positively within the context of a ?multi?ethnic? Britain
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References found in this work BETA
C. S. Lewis (1947). The Abolition of Man. New York, the Macmillan Company.
Will Durant (1968). The Lessons of History. New York, Simon and Schuster.
Meriel Downey & A. V. Kelly (1979). Moral Education: Theory and Practice. British Journal of Educational Studies 27 (3):265-267.
Paul H. Hirst (1975). Moral Education in a Secular Society. British Journal of Educational Studies 23 (2):230-231.
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