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  1.  18
    Education, Philosophy and the Ethical Environment.Graham Haydon - 2006 - Routledge.
    The Foundations and Futures of Education series focuses on key emerging issues in education as well as continuing debates within the field. The series is inter-disciplinary, and includes historical, philosophical, sociological, psychological and comparative perspectives on three major themes: the purposes and nature of education; increasing interdisciplinary within the subject; and the theory-practice divide. Around the world there is concern about the climate of values in which young people are growing up. Liberal ideas about personal morality and the value of (...)
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  2. On Being Responsible.Graham Haydon - 1978 - Philosophical Quarterly 28 (110):46-57.
  3.  6
    Education, Persons and Society: A Philosophical Enquiry.Graham Haydon & Glenn Langoford - 1986 - British Journal of Educational Studies 34 (2):202.
  4.  27
    Respect for Persons and for Cultures as a Basis for National and Global Citizenship.Graham Haydon - 2006 - Journal of Moral Education 35 (4):457-471.
    After distinguishing several ways in which the notion of the moral roots of citizenship and citizenship education can be understood, this paper focuses on the question 'Is there some underlying attitude that citizens should have towards their fellow citizens?' It argues for respect, rather than love or care, as being the appropriate attitude, in part on the grounds that the emphasis on respect helps to make moral sense of the notion of global citizenship. The rest of the paper argues that (...)
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  5.  9
    Values Education: Sustaining the Ethical Environment.Graham Haydon - 2004 - Journal of Moral Education 33 (2):115-129.
    This article, drawing on philosophical sources, proposes a certain way of seeing the nature and scope of values education: as a matter of 'sustaining the ethical environment'. The idea is introduced that just as we live in a physical environment we also live in an ethical environment, 'the surrounding climate of ideas about how to live'. It is argued that there are some illuminating analogies between our responsibility for the quality of the physical environment and our responsibility for the quality (...)
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  6.  39
    The 'Right to Education' and Compulsory Schooling.Graham Haydon - 1977 - Educational Philosophy and Theory 9 (1):1–15.
  7. Reason and Virtues: The Paradox of R. S. Peters on Moral Education.Graham Haydon - 2009 - Philosophy of Education 43 (Supplement s1):173-188.
    This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox of moral education’—roughly, that a rational (...)
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  8.  55
    7. Is There Virtue in Anger?Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):59–66.
  9.  8
    Education for a Pluralist Society: Philosophical Perspectives on the Swann Report.Graham Haydon - 1988 - British Journal of Educational Studies 36 (3):269-270.
  10.  29
    On the Duty of Educating Respect: A Response to Robin Barrow.Graham Haydon - 2006 - Journal of Moral Education 35 (1):19-32.
    This article is a response to Robin Barrow's John Wilson Memorial Lecture ?On the duty of not taking offence?. The present article takes issue with some of Barrow's claims and explores further the implications for moral education of some current views on the giving and taking of offence. Accounts are offered both of ?inherent offensiveness? (an important theme in Barrow's lecture) and of offence to persons. The questions ?are people too ready to take offence?? and ?are we too concerned about (...)
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  11.  14
    Thick or Thin? The Cognitive Content of Moral Education in a Plural Democracy.Graham Haydon - 1995 - Journal of Moral Education 24 (1):53-64.
    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 (...)
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  12.  12
    Moral Education.Graham Haydon - 1993 - Philosophy Now 8:9-11.
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  13.  22
    4. Morality in the Narrow Sense.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):31–40.
  14.  8
    The ‘Right to Education’ and Compulsory Schooling.Graham Haydon - 1977 - Educational Philosophy and Theory 9 (1):1-15.
  15.  9
    7. Is There Virtue in Anger?Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):59-66.
  16.  7
    Conceptions of the Secular in Society, Polity and Schools.Graham Haydon - 1994 - Philosophy of Education 28 (1):65-75.
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  17.  16
    Conceptions of the Secular in Society, Polity and Schools.Graham Haydon - 1994 - Journal of Philosophy of Education 28 (1):65–75.
  18.  11
    The Association for Moral Education 36th Annual Conference, 2010.Graham Haydon, James Conroy, Phyllis Curtis‐Tweed & Monica Taylor - 2010 - Journal of Moral Education 39 (2):259-261.
  19.  11
    John Wilson and the Place of Morality in Education.Graham Haydon - 2000 - Journal of Moral Education 29 (3):355-365.
    This paper asks whether it would be better not to talk about morality in schools. The issue is raised through a consideration of changes in public discourse and especially in educational discourse, where categories such as ''personal, social and health education'' and ''citizenship education'' are more salient than ''moral education''. Drawing on John Wilson's arguments, the paper considers claims for the indispensability of the concept of morality. It is argued that such claims, in Wilson's own writings, are applied to both (...)
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  20.  4
    Morality in the Narrow Sense.Graham Haydon - 1999 - Philosophy of Education 33 (1):31-40.
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  21.  37
    Values Education in a Democratic Society.Graham Haydon - 1993 - Studies in Philosophy and Education 12 (1):33-44.
  22.  1
    Is There Virtue In Anger?Graham Haydon - 1999 - Philosophy of Education 33 (1):59-66.
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  23.  4
    First Page Preview.Graham Haydon - 2007 - Journal of Moral Education 36 (4).
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  24.  27
    Autonomy as an Aim of Education and the Autonomy of Teachers[1].Graham Haydon - 1983 - Journal of Philosophy of Education 17 (2):219–228.
  25.  12
    4. Morality in the Narrow Sense.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):31-40.
  26.  20
    How to Think About Moral Education? John Wilson Revisited.Graham Haydon - 1992 - Journal of Philosophy of Education 26 (1):127–131.
  27.  15
    Collective Moral Philosophy and Education for Pluralism.Graham Haydon - 1986 - Journal of Philosophy of Education 20 (1):97–106.
  28. Autonomy as an Aim of Education and the Autonomy of Teachers.Graham Haydon - 1983 - Philosophy of Education 17 (2):219-228.
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  29.  12
    Bibliography.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):153–156.
  30.  2
    Bibliography.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):153-156.
  31.  1
    13. Consensus, Criticism and Change.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):123–132.
  32. 13. Consensus, Criticism and Change.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):123-132.
  33. Consensus, Criticism and Change.Graham Haydon - 1999 - Philosophy of Education 33 (1):123-132.
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  34.  8
    Collective Moral Philosophy and Education for Pluralism.Graham Haydon - 1986 - Philosophy of Education 20 (1):97-106.
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  35. Diploma in Education Philosophy of Education I.Graham Haydon - 1992
     
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  36.  2
    Dogmatic Liberalism.Graham Haydon - 1988 - Journal of Philosophy of Education 22 (1):115–121.
  37. Dogmatic Liberalism.Graham Haydon - 1988 - Philosophy of Education 22 (1):115-121.
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  38. Education and the Crisis in Values Should We Be Philosophical About It?Graham Haydon - 1993
  39. Education and the Crisis in Values.Graham Haydon - 1994 - British Journal of Educational Studies 42 (1):100-101.
  40.  3
    Education and the Global Concern.Graham Haydon & Torsten Husen - 1991 - British Journal of Educational Studies 39 (3):353.
  41.  43
    Editor's Note.Graham Haydon - 1995 - Studies in Philosophy and Education 14 (1):7-7.
  42.  12
    Editor's Note.Graham Haydon - 1993 - Studies in Philosophy and Education 12 (1):v-vi.
  43.  18
    Educational Relevance: A Slogan Examined.Graham Haydon - 1973 - Journal of Philosophy of Education 7 (2):223–238.
  44. Educational Relevance: A Slogan Examined.Graham Haydon - 1973 - Philosophy of Education 7 (2):223-238.
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  45.  11
    3. From Values to Morality.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):23–30.
  46. 3. From Values to Morality.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):23-30.
  47. From Values To Morality.Graham Haydon - 1999 - Philosophy of Education 33 (1):23-30.
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  48.  1
    How to Think About Moral Education? John Wilson Revisited.Graham Haydon - 1992 - Philosophy of Education 26 (1):127-131.
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  49.  10
    Introduction.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):5–8.
  50.  1
    Introduction.Graham Haydon - 1999 - Journal of Philosophy of Education 33 (1):5-8.
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