David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
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
Bernard Arthur Owen Williams (1985). Ethics and the Limits of Philosophy. Harvard University Press.
Nel Noddings (1984). Caring: A Feminine Approach to Ethics and Moral Education. University of California Press.
A. Macintyre (1984). After Virtue. Tijdschrift Voor Filosofie 46 (1):169-171.
R. S. Peters (1970). Ethics and Education. London,Allen and Unwin.
Citations of this work BETA
David Carr (2015). The Paradox of Gratitude. British Journal of Educational Studies 63 (4):429-446.
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