Hirst on rational moral education

Michael Hand*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

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    Abstract

    In Moral Education in a Secular Society, Paul Hirst offers accounts of the content and justification of morality and the aims and methods of moral education. My own recent book, A Theory of Moral Education, does the same. Here I explore the similarities and differences between our theories. In the first part of the paper, I outline what Hirst calls the ‘sophisticated view of education’, which I wholeheartedly endorse, and highlight his attention to the noncognitive as well as the cognitive aspects of morality. In the second part, I explain how Hirst’s transcendental justification of morality differs from my contractarian justification, and trace the implications of this difference for our respective accounts of moral education.
    Original languageEnglish
    Pages (from-to)308-322
    Number of pages15
    JournalJournal of Philosophy of Education
    Volume57
    Issue number1
    Early online date12 Jan 2023
    DOIs
    Publication statusPublished - Feb 2023

    Keywords

    • morality
    • moral education
    • Paul Hirst
    • transcendental deduction
    • contractarian justification
    • practical deliberation

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