Educating Moral Emotions or Moral Selves: A false dichotomy?

Educational Philosophy and Theory 42 (4):397-409 (2010)
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Abstract

In the post‐Kohlbergian era of moral education, a ‘moral gap’ has been identified between moral cognition and moral action. Contemporary moral psychologists lock horns over how this gap might be bridged. The two main contenders for such bridge‐building are moral emotions and moral selves. I explore these two options from an Aristotelian perspective. The moral‐self solution relies upon an anti‐realist conception of the self as ‘identity’, and I dissect its limitations. In its stead, I propose a Humean conception of the moral self which preserves Aristotelian insights into the difference between self and identity, yet remains closer to modern sensitivities. According to such a conception, the moral‐self versus moral‐emotions dichotomy turns out to be illusory. Finally, I show some of the practical implications of this conception for moral education.

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Citations of this work

Situationism and the Neglect of Negative Moral Education.J. P. Messina & Chris W. Surprenant - 2015 - Ethical Theory and Moral Practice 18 (4):835-849.
Cultivating Practical Wisdom as Education.Aaron Marshall & Malcolm Thorburn - 2014 - Educational Philosophy and Theory 46 (14):1541-1553.

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References found in this work

A treatise of human nature.David Hume & D. G. C. Macnabb (eds.) - 1969 - Harmondsworth,: Penguin Books.
After Virtue.A. MacIntyre - 1981 - Tijdschrift Voor Filosofie 46 (1):169-171.
Nicomachean Ethics.Martin Aristotle & Ostwald - 1911 - New York: Hackett Publishing Company. Edited by C. C. W. Taylor.
On not expecting too much from narrative.Peter Lamarque - 2004 - Mind and Language 19 (4):393–408.

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