Moral education and democratic education

Michael Hand

doi:10.1017/9781009071536.013

Moral education and democratic education

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Abstract

Both democratic education and moral education have significant formative components. That is to say, educators in both domains are concerned not only with imparting knowledge and understanding and equipping pupils with skills and competences, but also with cultivating dispositions and attitudes. A central aim of democratic education is to dispose children towards democracy and a central aim of moral education is to make children moral. My particular interest in this chapter is in how we should understand the relationship between these two formative projects. Is the cultivation of democratic dispositions and attitudes an exercise in moral formation? Are democratic educators, to that extent at least, also moral educators?

Original language	English
Title of host publication	The Cambridge Handbook of Democratic Education
Editors	Julian Culp, Johannes Drerup, Douglas Yacek
Place of Publication	Cambridge
Publisher	Cambridge University Press
Chapter	10
Pages	146-159
Number of pages	14
ISBN (Electronic)	9781009071536
ISBN (Print)	9781009069885
DOIs	https://doi.org/10.1017/9781009071536.013
Publication status	Published - Apr 2023

Publication series

Name	Cambridge Handbooks in Education
Publisher	Cambridge University Press

Keywords

moral education
democratic education
moral formation
group decision-making
democratic dispositions
fair play
problem of sociality
circumstances of justice
subscription to standards
compulsory voting

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10.1017/9781009071536.013

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abstract = "Both democratic education and moral education have significant formative components. That is to say, educators in both domains are concerned not only with imparting knowledge and understanding and equipping pupils with skills and competences, but also with cultivating dispositions and attitudes. A central aim of democratic education is to dispose children towards democracy and a central aim of moral education is to make children moral. My particular interest in this chapter is in how we should understand the relationship between these two formative projects. Is the cultivation of democratic dispositions and attitudes an exercise in moral formation? Are democratic educators, to that extent at least, also moral educators?",

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KW - democratic dispositions

KW - fair play

KW - problem of sociality

KW - circumstances of justice

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KW - compulsory voting

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ER -

Moral education and democratic education

Abstract

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Keywords

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