The Four Domains of Moral Education: the contributions of Dewey, Alexander and Goleman to a comprehensive taxonomy
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 27 (1):19-33 (1998)
Abstract This paper seeks to place a neglected dimension of John Dewey's work into its proper context??and in so doing define four domains of moral education. An examination of the influence of F. Matthias Alexander on Dewey reveals that these writers clearly anticipated the research and ideas which Daniel Goleman has recently sought to popularise in his book Emotional Intelligence.Among Goleman's conclusions is the recommendation that the education of moral character needs to consciously address the development of ?emotional habits? and foster ?emotional literacy?. An examination of the contributions of Dewey, Alexander and Goleman points toward an internal as well as an external domain of moral education and development: each of which may be approached directly or indirectly. Consequently, a truly comprehensive model of moral education must address each of these four domains:Direct External, Indirect External, Direct Internal and Indirect Internal
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