Overview

What should teachers and schools do about moral education? This volume offers a variety of perspectives on some of the most fundamental questions about moral education. Section one considers the nature of morality and moral education. In section two a debate is developed about citizenship and moral education in a liberal democracy, and about the importance of wider social considerations. Section three offers a critique of the currently popular concept of character education. Section Four focuses on pluralism and postmodernism, which provide some of the most powerful challenges to familiar concepts of moral education. Finally, section five, raises the question of moral motivation. The volume as a whole is written in the belief that philosophy has an important contribution to make in bringing about a clearer understanding of the task of moral education. There is an international team of contributors including both philosophers and educationalists. These include: David Best, Brian Crittenden, Paul Hirst, Ruth Jonathon, John Kekes, Will Kymlicka, Alasdair MacIntyre and Amelie Oksenberg Rorty. David Best, University of Wales at Swansea, UK; David Carr, Moray House Institute, Heriot-Watt University, UK; Brian Crittenden, University of Victoria, Australia; Mark Halstea

Full Product Details

Author:   J. Mark Halstead ,  Terence H. McLaughlin
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Volume:   v.8
Dimensions:   Width: 15.60cm , Height: 2.70cm , Length: 23.40cm
Weight:   0.566kg
ISBN:  

9780415153652

ISBN 10:   0415153654
Pages:   288
Publication Date:   29 April 1999
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction PART I The nature of morality and moral education 1 Morality as an educational institution 2 Cross questions and crooked answers: contemporary problems of moral education PART II Rationality, society and the morally educated person 3 Moral education in a pluralist liberal democracy 4 Agency and contingency in moral development and education 5 Education for citizenship PART III Virtues, practices and the education of character 6 The demands of moral education: reasons, virtues, practices 7 How to seem virtuous without actually being so 118 8 Education in character and virtue PART IV Pluralism, postmodernism and moral education 9 Pluralism, moral imagination and moral education 10 Postmodernism and the education of character 11 Against relativism 12 The arts, morality and postmodernism PART V Moral motivation 13 ‘Behaving morally as a point of principle’: a proper aim of moral education? 14 Weakness, wants and the will

Reviews

'...a must for the library of any institution which claims to promote the serious study of Education or any individual with research or teaching interests in Moral or Values Education.' - Colin Wringe, Keele University 'This book is essential reading for anyone connected with education or related disciplines who is interested in the teaching of morality and citizenship.' - Caroline Hancock, Trinity College, Carmarthen, UK

Author Information

J. Mark Halstead is Reader in Moral Education at the University of Ply[1]mouth and Director of the Centre for Research into Moral, Spiritual and Cultural Understanding and Education (RIMSCUE Centre). A former school-teacher and journalist, he has written several books on values in education. Terence H. McLaughlin is University Lecturer in Education at the University of Cambridge and Fellow of St Edmund’s College Cambridge, where he is Director of Studies of Philosophy. He has written on many areas of the philosophy of education, and is currently the Vice-Chair of the Philosophy of Education Society of Great Britain.

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