Moral education in the community of inquiry

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Moral education in the community of inquiry. / Hand, Michael.

In: Journal of Philosophy in Schools, 24.05.2020.

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@article{f68689407d6a484eb789cd7a43af2f5b,
title = "Moral education in the community of inquiry",
abstract = "Moral inquiry – inquiry with children and young people into the justification for subscribing to moral standards – is central to moral education and philosophical in character. The community of inquiry (CoI) method is an established and attractive approach to teaching philosophy in schools. There is, however, a problem with using the CoI method to engage pupils in moral inquiry: some moral standards should be taught directively, with the aim of bringing it about that pupils understand and accept the justification for subscribing to them; but directive moral teaching is widely thought to be impermissible in the CoI. In this article I identify, and push back against, three sources of resistance to directive teaching in the CoI literature: (i) the idea that imparting moral beliefs is indoctrinatory; (ii) the idea that questions discussed in the CoI must be open; and (iii) the idea that teachers in the CoI must be philosophically self-effacing. I argue for a more expansive understanding of the CoI method – one in which there is, after all, room for directive moral teaching.",
author = "Michael Hand",
year = "2020",
month = may,
day = "24",
language = "English",
journal = "Journal of Philosophy in Schools",
issn = "2204-2482",
publisher = "University of Birmingham Library Services",

}

RIS

TY - JOUR

T1 - Moral education in the community of inquiry

AU - Hand, Michael

PY - 2020/5/24

Y1 - 2020/5/24

N2 - Moral inquiry – inquiry with children and young people into the justification for subscribing to moral standards – is central to moral education and philosophical in character. The community of inquiry (CoI) method is an established and attractive approach to teaching philosophy in schools. There is, however, a problem with using the CoI method to engage pupils in moral inquiry: some moral standards should be taught directively, with the aim of bringing it about that pupils understand and accept the justification for subscribing to them; but directive moral teaching is widely thought to be impermissible in the CoI. In this article I identify, and push back against, three sources of resistance to directive teaching in the CoI literature: (i) the idea that imparting moral beliefs is indoctrinatory; (ii) the idea that questions discussed in the CoI must be open; and (iii) the idea that teachers in the CoI must be philosophically self-effacing. I argue for a more expansive understanding of the CoI method – one in which there is, after all, room for directive moral teaching.

AB - Moral inquiry – inquiry with children and young people into the justification for subscribing to moral standards – is central to moral education and philosophical in character. The community of inquiry (CoI) method is an established and attractive approach to teaching philosophy in schools. There is, however, a problem with using the CoI method to engage pupils in moral inquiry: some moral standards should be taught directively, with the aim of bringing it about that pupils understand and accept the justification for subscribing to them; but directive moral teaching is widely thought to be impermissible in the CoI. In this article I identify, and push back against, three sources of resistance to directive teaching in the CoI literature: (i) the idea that imparting moral beliefs is indoctrinatory; (ii) the idea that questions discussed in the CoI must be open; and (iii) the idea that teachers in the CoI must be philosophically self-effacing. I argue for a more expansive understanding of the CoI method – one in which there is, after all, room for directive moral teaching.

M3 - Article

JO - Journal of Philosophy in Schools

JF - Journal of Philosophy in Schools

SN - 2204-2482

ER -