David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 9 (1):3-9 (1979)
Abstract Progress in moral education depends chiefly on the rejection of fantasy. The philosophical basis must be understood: it involves (a) a non?partisan approach, and (b) grasp of moral methodology??we are to show pupils how to get the right answers. Research and development require a linear structure, beginning with (and controlled by) conceptual enquiry, then involving psychology and social science, and finally issuing in practical development. Moral education periods are needed in the school timetable. Education in morality must be distinguished from the avoidance of social disorder. The fragmentation of those concerned with moral education into different partisan groups is disastrous: it is not a political issue, but one to be forwarded by scholarship and common sense
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Citations of this work BETA
Terence H. McLaughlin & J. Mark Halstead (2000). John Wilson on Moral Education. Journal of Moral Education 29 (3):247-268.
J. E. Greer (1983). Religious and Moral Education: An Exploration of Some Relevant Issues. Journal of Moral Education 12 (2):92-99.
James Hemming (1980). Another Prospect on Moral Education. Journal of Moral Education 9 (2):75-80.
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