David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
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
|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
John Dewey (2008/1958). Experience and Nature. McCutchen Pr.
Nel Noddings (1984). Caring: A Feminine Approach to Ethics and Moral Education. University of California Press.
Daniel C. Dennett (1996). Kinds of Minds. Basic Books.
Charles S. Peirce (1931). Collected Papers of Charles Sanders Peirce. Cambridge, Harvard University Press.
Citations of this work BETA
Viktor Gardelli, Eva Alerby & Anders Persson (2014). Why Philosophical Ethics in School: Implications for Education in Technology and in General. Ethics and Education 9 (1):16-28.
Inna Semetsky (2012). Educating for Meaningful Lives Through Existential Spirituality – By S. Webster. Educational Philosophy and Theory 44 (6):675-678.
Similar books and articles
Elisabeth Arweck, Eleanor Nesbitt & Robert Jackson (2005). Common Values for the Common School? Using Two Values Education Programmes to Promote 'Spiritual and Moral Development'. Journal of Moral Education 34 (3):325-342.
J. Mark Halstead (1999). Moral Education in Family Life: The Effects of Diversity. Journal of Moral Education 28 (3):265-281.
Steven K. Wojcikiewicz (2010). Dewey, Peirce, and the Categories of Learning. Education and Culture 26 (2):65-82.
Desh Raj Sirswal (2011). Philosophy, Education and Indian Value System. Cooperjal Limited.
William Scott & Chris Oulton (1998). Environmental Values Education: An Exploration of its Role in the School Curriculum. Journal of Moral Education 27 (2):209-224.
Graham Haydon * (2004). Values Education: Sustaining the Ethical Environment. Journal of Moral Education 33 (2):115-129.
Randy L. Friedman (2011). Dewey's Naturalistic Metaphysics: Expostulations and Replies. Education and Culture 27 (2):48-73.
Terence J. Lovat (2010). Synergies and Balance Between Values Education and Quality Teaching. Educational Philosophy and Theory 42 (4):489-500.
Inna Semetsky (2010). The Folds of Experience, Or: Constructing the Pedagogy of Values. Educational Philosophy and Theory 42 (4):476-488.
Added to index2010-07-27
Total downloads11 ( #212,805 of 1,724,865 )
Recent downloads (6 months)1 ( #349,138 of 1,724,865 )
How can I increase my downloads?