On the contribution of literature and the arts to the educational cultivation of moral virtue, feeling and emotion

Journal of Moral Education 34 (2):137-151 (2005)

Abstract
This paper sets out to explore connections between a number of plausible claims concerning education in general and moral education in particular: (i) that education is a matter of broad cultural initiation rather than narrow academic or vocational training; (ii) that any education so conceived would have a key concern with the moral dimensions of personal formation; (iii) that emotional growth is an important part of such moral formation; and (iv) that literature and other arts have an important part to play in such emotional education. It is argued here that what is needed for a clear view of the moral educational relevance of literature and the arts is a conception of moral education that does justice to the interplay between the cognitive and the affective in moral life, and that a non?relativist Aristotelian ethics of virtue holds out the best prospect for such a moral education of reason and feeling
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DOI 10.1080/03057240500127053
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References found in this work BETA

On Virtue Ethics.Rosalind Hursthouse - 1999 - Oxford University Press.
59. Sources of the Self: The Making of the Modern Identity.Charles Taylor - 2016 - In Bernard Williams (ed.), Essays and Reviews: 1959-2002. Princeton University Press. pp. 301-311.
Political Liberalism.J. Rawls - 1995 - Tijdschrift Voor Filosofie 57 (3):596-598.

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Citations of this work BETA

Character in Teaching.David Carr - 2007 - British Journal of Educational Studies 55 (4):369-389.
What Good is Love?Lauren Ware - 2014 - Analytic Teaching and Philosophical Praxis 34 (2).
Educating Moral Emotions: A Praxiological Analysis. [REVIEW]Bruce Maxwell & Roland Reichenbach - 2007 - Studies in Philosophy and Education 26 (2):147-163.

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