David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Moral Education 24 (1):53-64 (1995)
Abstract It is sometimes thought that in a society in which a plurality of moral traditions and points of view are represented, the cognitive content of moral education must be thin, being confined to a recognition of a few shared values. It is argued here, to the contrary, that citizenship in a plural democracy demands a cognitively substantial form of moral education. The argument for a shared, and cognitively demanding, form of moral education to some extent parallels the argument in a plural society for political liberalism??where the strongest argument may be a pragmatic one. Both democratic participation and the pragmatic demands of toleration demand a level of moral understanding which can only be achieved through a cognitively rich moral education
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References found in this work BETA
Joseph Raz (1986). The Morality of Freedom. Oxford University Press.
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Charles E. Larmore (1987). Patterns of Moral Complexity. Cambridge University Press.
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Citations of this work BETA
Michael J. Reiss (1997). Teaching About Homosexuality and Heterosexuality. Journal of Moral Education 26 (3):343-352.
Jeff Stickney (2010). Reconciling Forms of Asian Humility with Assessment Practices and Character Education Programs in North America. Ethics and Education 5 (1):67-80.
Gerald Collier (1997). Learning Moral Commitment in Higher Education? Journal of Moral Education 26 (1):73-83.
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