Journal of Moral Education 43 (4):484-499 (2014)

Authors
Randall R. Curren
University of Rochester
Abstract
This paper addresses a puzzle about moral learning concerning its social context and the potential for moral progress: Won't the social context of moral learning shape moral perceptions, beliefs, and motivation in ways that will inevitably limit moral motivation, perceptiveness, and progress? It addresses the relationships between habituation and moral reasoning in Aristotelian moral education, and assesses Julia Annas’s attempt to defend the possibility of moral progress within a virtue ethical framework. Focusing on the motivational core of the puzzle, the paper argues that Self-determination Theory provides resources for better understanding how moral progress is possible and how moral education can facilitate such progress.
Keywords paradox of moral education  moral progress  moral autonomy  moral motivation  Self-determination theory
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DOI 10.1080/03057240.2014.935306
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References found in this work BETA

Intelligent Virtue.Julia Annas - 2011 - Oxford University Press.
Aristotle on learning to be good.Myles F. Burnyeat - 1980 - In Amélie Oksenberg Rorty (ed.), Essays on Aristotle's Ethics. University of California Press. pp. 69--92.

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Citations of this work BETA

What Can We Learn From Plato About Intellectual Character Education?Alkis Kotsonis - 2020 - Educational Philosophy and Theory 52 (3):251-260.
Social Media as Inadvertent Educators.Alkis Kotsonis - forthcoming - Journal of Moral Education:1-14.
Patriotic Education: A Response to Thompson, Rogach, and Sockett.Randall Curren - 2019 - Studies in Philosophy and Education 38 (6):683-688.
Aristotelian Versus Virtue Ethical Character Education.Randall Curren - 2016 - Journal of Moral Education 45 (4):516-526.

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