Thick or Thin? The Cognitive Content of Moral Education in a Plural Democracy

Journal of Moral Education 24 (1):53-64 (1995)
Abstract It is sometimes thought that in a society in which a plurality of moral traditions and points of view are represented, the cognitive content of moral education must be thin, being confined to a recognition of a few shared values. It is argued here, to the contrary, that citizenship in a plural democracy demands a cognitively substantial form of moral education. The argument for a shared, and cognitively demanding, form of moral education to some extent parallels the argument in a plural society for political liberalism??where the strongest argument may be a pragmatic one. Both democratic participation and the pragmatic demands of toleration demand a level of moral understanding which can only be achieved through a cognitively rich moral education
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DOI 10.1080/0305724950240104
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References found in this work BETA
J. Rawls (1995). Political Liberalism. Tijdschrift Voor Filosofie 57 (3):596-598.
John White (1991). Education and the Good Life. British Journal of Educational Studies 39 (3):366-367.
Graham Haydon (1993). Values Education in a Democratic Society. Studies in Philosophy and Education 12 (1):33-44.

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