Example or Timetable? A Note on the Warnock Fallacy
Journal of Moral Education 14 (3):173-176 (1985)
| Abstract | Abstract An extreme view of methods appropriate to moral education is criticized: roughly, the view that example is everything and instruction comparatively worthless. The assumptions behind this view are uncovered and demolished. As a better alternative, it is suggested that different pieces of equipment in the armoury of the morally?educated person require different methods | |||||||||
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