By David Carr
ISBN-10: 0415057469
ISBN-13: 9780415057462
This publication seeks to stipulate and safeguard an method of ethical schooling in accordance with the advertising of ethical virtues. ranging from a serious appreciation of such previous philosophers as Plato, Aristotle and Kant and of more moderen advancements in ethical philosophy, it proceeds, when it comes to a survey of the social medical views on ethical lifetime of such theorists as Durkheim, Freud, Piaget and Kohlberg, to a whole dialogue of the character and academic implications of the assumption of an ethical advantage. The 3rd component of the paintings significantly examines convinced theses approximately ethical advantage - that advantage might be explicated mostly when it comes to strength of will, that every one actual virtues have the nature of other-regarding tasks and that the most function of useful cause is to set up the fundamental rules of ethical existence. The mixed conclusions of those discussions current a problem to winning ideas of ethical schooling. The virtues have all started to reclaim a primary position in ethical philosophy, and the writer has written a piece so that it will curiosity these fascinated with difficulties of ethical schooling, whether or not they are educational experts in universities and schools or educationalists.
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Additional info for Educating the Virtues: Essay on the Philosophical Psychology of Moral Development and Education
Sample text
Furthermore . . Sunday school teachers were predominantly working class, funds often came from the working-class community, and indeed the lower orders responded as eagerly to the philanthropic surge of the late eighteenth century as did other strata of society. The great majority of Sunday schools were neither the direct product of industrialism nor of the middle class. , p. 216) But it is Laqueur's second line of argument that bears most centrally on our inquiry into the formation of popular education.
Kay-Shuttleworth was soon to be permanent secretary to the Committee of [the Privy] Council on Education, established in the face of fierce religious and political opposition in 1839 as the first government body to have responsibility for overseeing the development of popular education. Evidence given to the Select Committee was concerned with the need for public intervention into the funding, organisation and inspection of schools, and into the training of teachers. Kay-Shuttleworth's testimony concerned the social and moral benefits that would flow from replacing the patchwork of small private and religious schools with large systematically administered institutions, provided that the monitorial discipline of the latter was 'humanised' along Stowian lines.
532, 547) Like Stow, Kay-Shuttleworth is concerned to modify monitorialism by installing a pedagogy which will 'develop the peculiarities of character, and especially the moral tendencies of different characters'; and the moral superintendence of the playground remains the emblem of the means by which this shaping of the person might be achieved 'without applying any Government 41 restraint'. At the same time it is clear that this humanising and individualising pedagogy shares the monitorial imperative to enclose large numbers of children in special purpose-built spaces, where their development might be subjected to a single formative regimen.
Educating the Virtues: Essay on the Philosophical Psychology of Moral Development and Education by David Carr
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