David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 40 (3):359-367 (2011)
This paper explores some complexities of moral learning by referencing personal and professional experiences that shape my moral ecology. Moral learning, like all forms of learning, is not merely accumulative but rather a recursive, adaptive and elaborative process. The multidimensional nature of this phenomenon can be captured by drawing on the language of complexity theory. Using original poetry as a vehicle for distilling thought, and personal experiences of living, learning and teaching inside and outside my home country (in Hawai?i and Abu Dhabi, China, Korea, Iran) to provide context, I explore three interconnected processes that have been important for moral sense-making in my own life. These are: engaging with diversity, active deprovincialisation and confronting personal privilege. In this discussion I will make a distinction between variety and diversity. In sum, I hope to reveal the synergistic, non-linear and aesthetic dimensions of moral learning
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References found in this work BETA
Michel Foucault & Paul Rabinow (1984). The Foucault Reader. Monograph Collection (Matt - Pseudo).
Sharlene Swartz (2010). 'Moral Ecology' and 'Moral Capital': Tools Towards a Sociology of Moral Education From a South African Ethnography. Journal of Moral Education 39 (3):305-327.
Mark Mason (2008). What is Complexity Theory and What Are its Implications for Educational Change? Educational Philosophy and Theory 40 (1):35–49.
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