David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 28 (3):265-281 (1999)
Diversity is a feature of family life which those who speak of the importance of family values should not ignore. The diversity is seen not only in the structure of families, but also in the moral values which children actually pick up in the context of the family and the way in which the transmission of values occurs. Diversity becomes a matter of public importance when the values which children develop at home are perceived to be in serious conflict with the values which underpin moral education in the common school. Any response to this diversity requires a delicate balance between the right of families to initiate their children into their own moral values, the right of schools to teach the shared values of the broader society, and the right of children to develop into autonomous moral agents
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References found in this work BETA
R. S. Peters (1970/1967). Ethics and Education. London,Allen and Unwin.
Amy Gutmann (1990). Democratic Education. Philosophical Review 99 (3):468-472.
Citations of this work BETA
Michael S. Merry (2005). Should Educators Accommodate Intolerance? Mark Halstead,1 Homosexuality, and the Islamic Case. Journal of Moral Education 34 (1):19-36.
Lawrence J. Walker & Karl H. Hennig (1999). Parenting Style and the Development of Moral Reasoning. Journal of Moral Education 28 (3):359-374.
Chadwick W. Royal & Stanley B. Baker (2005). Effects of a Deliberate Moral Education Program on Parents of Elementary School Students. Journal of Moral Education 34 (2):215-230.
Neil Burtonwood (2002). Political Philosophy and the Lessons for Faith-Based Schools. Educational Studies 28 (3):239-252.
Jong-Ho Joh (2002). A Dilemma in Moral Education in the Republic of Korea: The Limitation of Individualistic Cognitive Approaches. Journal of Moral Education 31 (4):393-406.
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