David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book highlights the justification for, and methods of, creating a classroom community of ethical inquiry.
|Keywords||Moral education Education Philosophy|
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|Call number||LC268.S67 2001|
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Citations of this work BETA
Ferkany Matt & Whyte Kyle Powys (2012). The Importance of Participatory Virtues in the Future of Environmental Education. Journal of Agricultural and Environmental Ethics 25 (3):419-434.
Stephan Millett & Alan Tapper (2011). Benefits of Collaborative Philosophical Inquiry in Schools. Educational Philosophy and Theory 44 (5):546-567.
Silvia Edling (2012). The Paradox of Meaning Well While Causing Harm: A Discussion About the Limits of Tolerance Within Democratic Societies. Journal of Moral Education 41 (4):457-471.
Clinton Golding (2012). The Teacher as Guide: A Conception of the Inquiry Teacher. Educational Philosophy and Theory 45 (1):91-110.
Gilbert Burgh & Kim Nichols (2013). The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education. Educational Philosophy and Theory 44 (10):1045-1059.
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