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 language | English |
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Pages (from-to) | 308-322 |
Number of pages | 15 |
Journal | Journal of Philosophy of Education |
Volume | 57 |
Issue number | 1 |
Early online date | 12 Jan 2023 |
DOIs | |
Publication status | Published - Feb 2023 |
Keywords
- morality
- moral education
- Paul Hirst
- transcendental deduction
- contractarian justification
- practical deliberation