Moral Education and the Emotions

Journal of Moral Education 9 (2):81-87 (1980)
Abstract Some recent theorists have relegated the emotions to a rather negligible role in moral education. This article is designed to show why the emotions should have a more central place and what this role should be. The characteristics and functions of the emotions are briefly outlined. Those emotions involved in moral judgement and action are of two types: constitutive and regulative. In terms of the former, three ways are presented which show how a person has grasped a moral concept. Whereas constitutive emotions not only regulate but may help rectify wrong action, regulative emotions are less reliable because they can prevent as well as promote moral action. Fear and guilt are used as paradigms to explain how emotions are learned. Three character traits are chosen ?? conscientiousness, compassion, and benevolence ?? and the associated emotions and supporting principles are shown. Outlined is a three?tier development based on these traits along with suitable curriculum content
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DOI 10.1080/0305724800090202
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References found in this work BETA
Arthur Koestler (1965). The Act of Creation. British Journal for the Philosophy of Science 16 (63):255-257.
John Martin Rich (1977). On Educating the Emotions. Educational Theory 27 (4):291-296.

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Citations of this work BETA
Tom Kitwood (1988). Sentient Being, Moral Agent. Journal of Moral Education 17 (2):83-91.

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