Journal of Moral Education 50 (1):55-67 (2021)
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ABSTRACT Stories of civilization and progress tell us that humans cannot help being destructive, selfish, and aggressive, which are side effects of progress requiring sanctions and engineering. It can be argued that this approach has brought about the ecological collapse we face today. The older, more widespread view—that human personality and behavior are shaped by social support—respects the dignity of the individual and of other than humans, disallows coercion and expects high autonomy and communalism. The latter we can call the indigenous worldview and is apparent among sustainable societies. To ensure the development of human beings who live cooperatively with one another and in concert with ecological systems, moral education approaches should restore the non-civilized, ancient practices of raising good children. This paper examines what moral education should look like in light of children’s basic needs and the degraded developmental systems children often experience today.
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DOI | 10.1080/03057240.2020.1781067 |
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References found in this work BETA
Indigenous Sustainable Wisdom: First-Nation Know-How for Global Flourishing.Darcia Narvaez, Four Arrows, Eugene Halton, Brian Collier & Georges Enderle - 2019 - Peter Lang.
Moral Neuroeducation From Early Life Through the Lifespan.Darcia Narvaez - 2012 - Neuroethics 5 (2):145-157.
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Citations of this work BETA
Nature of Moral Philosophy in the Human Universe: Retrospective Analysis and Modern Paradigms.Liubov Lokhvytska, Antonina Rozsokha & Channa Azman - 2021 - Filosofiâ I Kosmologiâ 26:100-113.
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