David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Ethics and Education 4 (1):69-80 (2010)
This article begins by revisiting the current model of values education (moral education) which has recently been set up in Australian schools. This article problematizes the pedagogical model of teaching values in the direct transmission mode from the perspective of the continuity of experience as central to the philosophies of John Dewey and Charles S. Peirce. In this context experience is to be understood as a collective (going beyond the realm of private) and continuous (importantly, non-atomistic) space. As such, human behavior and decision-making are embedded in a broad range of possibilities that may become actualities in the process of responding intelligently to what is perceived in the environment. This article also brings into the conversation some contemporary discourse in bioethics and neuroscience that appears to have an uncanny affinity to Peirce's and Dewey's much earlier conceptualizations. Human intelligence proper arises in the interactions between mind, body, and the environing world: we learn from experience that necessarily has a value-element embedded in this triadic matrix
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References found in this work BETA
Isaiah Berlin (1990/2003). The Crooked Timber of Humanity: Chapters in the History of Ideas. Pimlico.
Daniel C. Dennett (1996). Kinds of Minds. Basic Books.
John Dewey (1916/2004). Democracy and Education : An Introduction to the Philosophy of Education. Macmillan.
John Dewey (2008/1958). Experience and Nature. McCutchen Pr.
John Dewey (1910). How We Think. D.C. Heath.
Citations of this work BETA
Inna Semetsky (2012). Educating for Meaningful Lives Through Existential Spirituality – By S. Webster. Educational Philosophy and Theory 44 (6):675-678.
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