Abstract
In this inaugural lecture, delivered at the University of Birmingham in January 2014, I sketch the outline of a theory of moral education. The theory is an attempt to resolve the tension between two thoughts widely entertained by teachers, policy-makers and the general public. The first thought is that morality must be learned: children must come to see what morality requires of them and acquire the motivation to submit to its authority. The second thought is that morality is controversial: there is deep uncertainty about both the requirements of morality and the reasons to comply with them. I draw distinctions between two kinds of moral education (moral formation and moral inquiry) and between two kinds of moral inquiry (directive and nondirective). I argue that some basic moral standards are robustly justified and that schools should promote subscription to these standards by means of both moral formation and directive moral inquiry.
Original language | English |
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Pages (from-to) | 519-532 |
Number of pages | 14 |
Journal | Journal of Philosophy of Education |
Volume | 48 |
Issue number | 4 |
DOIs | |
Publication status | Published - 24 Nov 2014 |
Keywords
- moral education
- moral formation
- moral inquiry
- moral standards
- indoctrination
- directive teaching
- nondirective teaching
- problem of sociality