On the contribution of literature and the arts to the educational cultivation of moral virtue, feeling and emotion
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 34 (2):137-151 (2005)
This paper sets out to explore connections between a number of plausible claims concerning education in general and moral education in particular: (i) that education is a matter of broad cultural initiation rather than narrow academic or vocational training; (ii) that any education so conceived would have a key concern with the moral dimensions of personal formation; (iii) that emotional growth is an important part of such moral formation; and (iv) that literature and other arts have an important part to play in such emotional education. It is argued here that what is needed for a clear view of the moral educational relevance of literature and the arts is a conception of moral education that does justice to the interplay between the cognitive and the affective in moral life, and that a non?relativist Aristotelian ethics of virtue holds out the best prospect for such a moral education of reason and feeling
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Citations of this work BETA
Bruce Maxwell & Roland Reichenbach (2007). Educating Moral Emotions: A Praxiological Analysis. [REVIEW] Studies in Philosophy and Education 26 (2):147-163.
Peter Roberts (2012). Introduction: Educative Strangeness. Educational Philosophy and Theory 45 (4):355-359.
Peter Roberts (2007). Conscientisation in Castalia: A Freirean Reading of Hermann Hesse's The Glass Bead Game. Studies in Philosophy and Education 26 (6):509-523.
Peter Roberts (2013). Acceptance, Resistance and Educational Transformation: A Taoist Reading of The First Man. Educational Philosophy and Theory 45 (11):1175-1189.
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