David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 43 (1):173-188 (2009)
This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox of moral education’—roughly, that a rational morality must be developed in part through habit—the article discusses not only Peters' rational morality of principles and rules but also elements of his thought concerning virtues and care. Running through the discussion is the question of whether Peters, in drawing for instance on Aristotle as well as Kohlberg, is attempting to combine incompatible ideas. Against this, it is suggested that in reading Peters now we can learn from his explicit claim that we need a pluralistic, not a monolithic, approach to moral development and moral education
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References found in this work BETA
David Carr (1996). After Kohlberg: Some Implications of an Ethics of Virtue for the Theory of Moral Education and Development. Studies in Philosophy and Education 15 (4):353-370.
Peter Gardner (1981). On Some Paradoxes in Moral Education. Journal of Philosophy of Education 15 (1):65–76.
Peter Gardner (1985). The Paradox of Moral Education: A Reassessment. Journal of Philosophy of Education 19 (1):39–48.
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