David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 19 (1):14-23 (1990)
Abstract The paper proposes that general agreement on a theory for moral education would increase its chances of having positive impact on a socially significant scale. To facilitate reaching such agreement, the paper specifies what is required of an account of the objectivity of moral judgement, if that account is to provide one component of a sound conceptual framework for moral education programmes. On the assumption that agreement on a theory for moral education requires agreement on its objectives, it is argued that moral education must help its participants learn (a) to choose the values that will inform their moral judgements, (b) to deal with moral conflict, and (c) to appropriate critically the assumptions underlying their value?choices. The paper concludes that, if it is to inform programmes with these objectives, an account of moral objectivity must specify in what sense, and under what conditions, moral judgement can be said to reflect knowledge of something that is good independent of human cognition and belief
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References found in this work BETA
Dwight R. Boyd (1979). An Interpretation of Principled Morality. Journal of Moral Education 8 (2):110-123.
Harry Fernhout (1989). Moral Education as Grounded in Faith. Journal of Moral Education 18 (3):186-198.
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