David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Journal of Moral Education 28 (1):19-30 (1999)
This article addresses some of the philosophical issues arising from debates over "political correctness" and "great books" in the early 1990s. Partly as a result of these battles, the notion of "correctness" now carries a highly pejorative connotation. The author suggests that a distinction needs to be drawn between (a) transmitting a political or moral view and (b) doing this in a dogmatic way. For one well-known educational figure, Paulo Freire, a "correct" approach to moral matters is a "critical" one. Freire believes certain moral values-those associated with the promotion of questioning, dialogue and reflective human activity, for example-ought to be promoted in all educational settings. His approach in conveying this ideal is, however, profoundly anti-dogmatic. This article defends Freire's position against one well-developed critique (by James Paul Gee), and considers some of the implications of the Freirean view for moral educators
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References found in this work BETA
Paulo Freire (2008). Pedagogy of the Oppressed. In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge
Paulo Freire, Marta Soler-Gallart & Bárbara M. Brizuela (2000). Cultural Action for Freedom. Harvard Educational Review.
Peter L. Berger (1974). Pyramids of Sacrifice: Political Ethics and Social Change. New York,Basic Books.
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