David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
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
|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
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.
Citations of this work BETA
No citations found.
Similar books and articles
Peter Mayo (2004). Liberating Praxis: Paulo Freire's Legacy for Radical Education and Politics. Praeger Publishers.
Tyson Edward Lewis (2010). Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière. Educational Philosophy and Theory 42 (5):635-648.
Garrett Albert Duncan (2000). Race and Human Rights Violations in the United States: Considerations for Human Rights and Moral Educators. Journal of Moral Education 29 (2):183-201.
Peter Roberts (1997). Paulo Freire and Political Correctness. Educational Philosophy and Theory 29 (2):83–101.
Joseph Poulshock (2011). Practical Critical Realism for Liberal Arts in Language Education. Journal of Critical Realism 10 (4):465-484.
Jau Wei Dan (2013). Internal and External Difficulties in Moral Education. Educational Philosophy and Theory 44 (10):1133-1146.
Peter Roberts (2000). Education, Literacy, and Humanization: Exploring the Work of Paulo Freire. Bergin & Garvey.
Elizabeth M. Tucker & Daniel A. Stout (1999). Teaching Ethics: The Moral Development of Educators. Journal of Mass Media Ethics 14 (2):107 – 118.
Peter Roberts (2012). Bridging East and West-Or, a Bridge Too Far? Paulo Freire and theTao Te Ching. Educational Philosophy and Theory 44 (9):942-958.
H. E. Mason (ed.) (1996). Moral Dilemmas and Moral Theory. Oxford University Press.
Matthew R. Silliman & David Kenneth Johnson (2011). Critical Thinking, Autonomy, and Social Justice. Social Philosophy Today 27:127-138.
Daniel R. Gilbert Jr (1996). The Prisoner's Dilemma and the Prisoners of the Prisoner's Dilemma. Business Ethics Quarterly 6 (2):165-178.
Greta Hofmann Nemiroff, From Humanistic Education to Critical Humanism : The Dialectics of Theory and Praxis.
Peter Rule (2011). Bakhtin and Freire: Dialogue, Dialectic and Boundary Learning. Educational Philosophy and Theory 43 (9):924-942.
David Resnick * (2004). A Case Study in Jewish Moral Education: (Non‐)Rape of the Beautiful Captive. Journal of Moral Education 33 (3):307-319.
Added to index2010-09-02
Total downloads6 ( #466,227 of 1,906,957 )
Recent downloads (6 months)3 ( #277,342 of 1,906,957 )
How can I increase my downloads?