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
Ezio Di Nucci
Jonathan Jenkins Ichikawa
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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References found in this work BETA
Rosalind Hursthouse (1999). On Virtue Ethics. Oxford University Press.
Charles Taylor (1989). Sources of the Self: The Making of the Modern Identity. Harvard University Press.
David Hume (1739/2000). A Treatise of Human Nature. Oxford University Press.
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Citations of this work BETA
Hyemin Han (2015). Virtue Ethics, Positive Psychology, and a New Model of Science and Engineering Ethics Education. Science and Engineering Ethics 21 (2):441-460.
Bruce Maxwell & Roland Reichenbach (2007). Educating Moral Emotions: A Praxiological Analysis. [REVIEW] Studies in Philosophy and Education 26 (2):147-163.
David Carr & Robert Davis (2007). The Lure of Evil: Exploring Moral Formation on the Dark Side of Literature and the Arts. Journal of Philosophy of Education 41 (1):95–112.
Peter Roberts (2013). Acceptance, Resistance and Educational Transformation: A Taoist Reading of The First Man. Educational Philosophy and Theory 45 (11):1175-1189.
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.
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