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Dwight Boyd [10]Dwight R. Boyd [3]
  1. Dwight Boyd (forthcoming). Moral Education, Objectively Speaking. Philosophy of Education.
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  2. Dwight Boyd & R. Page (forthcoming). Professionalization and the Moral Jeopardy of Teaching. Philosophy of Education: 1989—Proceedings of the 45th Annual Meeting of the Philosophy of Education Society.
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  3. Dwight Boyd (2011). Learning to Leave Liberalism…and Live with Complicity, Conundrum and Moral Chagrin. Journal of Moral Education 40 (3):329-337.
    This paper is a story of personal learning. I locate its beginning in my early, comfortable adoption of liberalism as the preferred perspective for my work as a philosopher of education. I then trace how and why I became disaffected with this perspective. I describe how learning from students, feminism and critical race theory led to an acceptance of the fact that my particular social locations as a white, upper-middle-class, educated, heterosexual man are not politically neutral as liberalism would have (...)
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  4. Dwight Boyd, Yen-Hsin Chen, Brian Gates, J. Mark Halstead & Helen Haste (2011). Notes on Contributors and Acknowledgements. Journal of Moral Education 40 (3).
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  5. Dwight Boyd & Mary Louise Arnold (2000). Teachers' Beliefs, Antiracism and Moral Education: Problems of Intersection. Journal of Moral Education 29 (1):23-45.
    In this paper we explore potential problems of intersection between teachers' beliefs about the aims of education, a conceptual requirement of antiracism education and moral education. Our objective is to show how the reform of moral education to better accommodate antiracism concerns may depend on paying more attention to how teachers understand this intersection. Based on our analyses of teaching experiences and an exploratory, qualitative study of 20 recently certified teachers, we identify a framework for differentiating three ethical perspectives that (...)
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  6. Dwight Boyd (1996). A Question of Adequate Aims. Journal of Moral Education 25 (1):21-29.
    Abstract Analysis of assumptions about the nature of moral relationships within the most well known approaches to moral education developed in North America during the last 25 years reveals two serious deficiencies in current theory. At one level the problem is that the range of variation is so broad as to give poor practical guidance; to this a call is made for the right kind of integrated theory. At a deeper level a problem is seen with the commonly shared assumption (...)
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  7. Dwight Boyd (1988). Introduction: Lawrence Kohlberg as Mentor. Journal of Moral Education 17 (3):167-171.
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  8. Dwight R. Boyd (1988). Perspectives on Moral Education Within the Canadian Multicultural Mosaic. Journal of Moral Education 17 (2):148-160.
    Abstract This article provides an overview of the current situation and problems of moral education in Canada today. After a brief summary of some multicultural dimensions of the Canadian context, three difficulties in point of view are discussed. The first concerns the status and nature of official policy on moral education within Canadian educational jurisdictions. The second identifies two general directions of contemporary change in Canadian society with high potential to affect moral education in incompatible ways. Finally, it is argued (...)
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  9. Dwight Boyd & Deanne Bogdan (1985). Rhetorical Realities: A Response to McAninch's Interpretation of Values and Teaching. Educational Theory 35 (3):327-330.
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  10. Dwight Boyd & Deanne Bogdan (1984). 'Something' Clarified, Nothing of 'Value': A Rhetorical Critique of Values Clarification. Educational Theory 34 (3):287-300.
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  11. Dwight R. Boyd (1980). The Condition of Sophomoritis and its Educational Cure. Journal of Moral Education 10 (1):24-39.
    Abstract A problematic phase in the transition from conventional to principled moral judgement is characterized as the condition of ?sophomoritis?. Then an experimental course designed around this problem is described. The course sought to integrate material from ?Introductory Ethics? courses with perspectives on moral development from Kohlberg's theory. The effects of the course are described in terms of change on Kohlberg's stages and in terms of qualitative analysis of interview data. The quantitative data indicate an average development of one?third of (...)
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  12. Dwight R. Boyd (1979). An Interpretation of Principled Morality. Journal of Moral Education 8 (2):110-123.
    Abstract The commonly used notion of principled morality is interpreted philosophically and psychologically. Five sets of philosophical assumptions embedded in this notion are identified, dealing with the purpose of morality, the place of reason in morality, the autonomy of the moral agent, the autonomy of moral discourse and the nature of moral principles. An attempt is made to make these assumptions more meaningful to the non?philosophical reader by offering a phenomenological account of how they might be reflected in the real (...)
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  13. Dwight Boyd & Lawrence Kohlberg (1973). The is-Ought Problem: A Developmental Perspective. Zygon 8 (3-4):358-372.
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