David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Moral Education 40 (3):319-327 (2011)
Since moral action often requires understanding the nature of justice and the development of empathy and compassion, moral education involves the learner?s intellect, emotions and will. The lifelong learning involved is thus multifaceted and plausibly benefits from the integration of personal and political with professional learning. I explore this triadic conception of moral education by drawing on the movement to lifelong learning where a triadic notion of ?lifelong learning? has already been developed, partly in contrast to narrower vocational conceptions that focus only on professional learning. I also consider what we are to understand by the integration of personal, professional and political learning. How do these three kinds of learning contribute to moral understanding, how do they interact, how do they influence our moral selves? I illustrate my key points with examples from my own personal, professional and political involvement with an area of social injustice?disability as oppression
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Thomas S. Kuhn (1962). The Structure of Scientific Revolutions Vol. The University of Chicago Press.
Rom Harré (1996). Varieties of Relativism. Blackwell.
Citations of this work BETA
No citations found.
Similar books and articles
Ann Higgins-D'Alessandro (2011). Dancing Up a Spiral Staircase: Learning How Best Practices and Policies Intertwine Lifelong Moral Development with Education. Journal of Moral Education 40 (3):397-405.
Gay Garland Reed (2011). The Complexity of Moral Learning: Diversity, Deprovincialisation and Privilege. Journal of Moral Education 40 (3):359-367.
Zhuran You & A. G. Rud (2010). A Model of Dewey's Moral Imagination for Service Learning: Theoretical Explorations and Implications for Practice in Higher Education. Education and Culture 26 (2):36-51.
Scot Danforth (2011). Romantic Agrarianism and Movement Education in the United States: Examining the Discursive Politics of Learning Disability Science. Educational Philosophy and Theory 43 (6):636-651.
Kathryn Ecclestone (1999). Care or Control?: Defining Learners' Needs for Lifelong Learning. British Journal of Educational Studies 47 (4):332 - 347.
Monica J. Taylor (2011). Integrating the Personal, Professional and Political: Moral Learning in Editing theJME. Journal of Moral Education 40 (3):277-288.
Mal Leicester & Richard Pearce (1997). Cognitive Development, Self Knowledge and Moral Education. Journal of Moral Education 26 (4):455-472.
Bridget Cooper (2010). In Search of Profound Empathy in Learning Relationships: Understanding the Mathematics of Moral Learning Environments. Journal of Moral Education 39 (1):79-99.
Mal Leicester (1998). Editorial: Lifelong Learning as Moral Education. Journal of Moral Education 27 (3):277-281.
Augusto Riveros, Paul Newton & David Burgess (2012). A Situated Account of Teacher Agency and Learning: Critical Reflections on Professional Learning Communities. Canadian Journal of Education/Revue Canadienne de L'Éducation 35 (1):202-216.
Paul Thompson (2013). ‘It Really Hurts and It is Bullying’: Moral Learning as Political Practice. Journal of Moral Education 42 (2):224-238.
Peter Alheit (2009). Biographical Learning Within the New Lifelong Learning Discourse. In Knud Illeris (ed.), Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge
Heiko Spitzeck (2009). Organizational Moral Learning: What, If Anything, Do Corporations Learn From Ngo Critique? [REVIEW] Journal of Business Ethics 88 (1):157 - 173.
David B. Clark (1976). The Academic, the Interpersonal, and the Role of the Teacher in Social and Moral Education. Journal of Moral Education 5 (2):145-157.
Michael Luntley (2008). Conceptual Development and the Paradox of Learning. Journal of Philosophy of Education 42 (1):1-14.
Added to index2011-08-19
Total downloads16 ( #239,841 of 1,934,735 )
Recent downloads (6 months)1 ( #434,687 of 1,934,735 )
How can I increase my downloads?