Virtue Ethics and Education

2017 ◽  
Author(s):  
David Carr
Keyword(s):  
Professional Development ◽  
Virtue Ethics ◽  
Recent Work ◽  
Moral Education ◽  
Professional Role ◽  
Moral Virtues ◽  
Epistemic Virtues ◽  
Professional Development Of Teachers ◽  
Aims Of Education ◽  
Virtuous Character

This chapter explores key respects in which virtue ethics has been considered of relevance to education. First, much recent work has focused on the case for a broader virtue ethical understanding of the aims of education and schooling and on the prospect of conceiving moral education in terms of the cultivation of virtuous character. Second, many educational philosophers and theorists have sought a virtue ethical account of the practice of teaching and/or the professional role and responsibilities of career teachers. Third, however, much recent educational attention has been devoted to the virtues that Aristotle distinguished from moral virtues as epistemic virtues, with particular regard to their significance for the professional development of teachers, as well as for education more generally.

Virtue Ethics and/or Virtue Epistemology: A Response to Anton Froeyman

2012 ◽  
Vol 6 (3) ◽  
pp. 432-446
Author(s):  
Herman Paul
Keyword(s):  
Virtue Ethics ◽  
Professional Practice ◽  
Virtue Epistemology ◽  
Ethical Perspective ◽  
Moral Virtues ◽  
Intellectual Courage ◽  
Virtuous Behavior ◽  
Moral Dimensions ◽  
Ethical Approaches

Abstract In response to Anton Froeyman’s paper, “Virtues of Historiography,” this article argues that philosophers of history interested in why historians cherish such virtues as carefulness, impartiality, and intellectual courage would do wise not to classify these virtues unequivocally as either epistemic or moral virtues. Likewise, in trying to grasp the roles that virtues play in the historian’s professional practice, philosophers of history would be best advised to avoid adopting either an epistemological or an ethical perspective. Assuming that the historian’s virtuous behavior has epistemic and moral dimensions (as well as aesthetic, political, and other dimensions), this article advocates a non-reductionist account of historical scholarship, which acknowledges that the virtues cherished by historians usually play a variety of roles, depending on the goals they are supposed to serve. Given that not the least important of these goals are epistemic ones, the articles concludes that virtue ethical approaches, to the extent that they are focused on the acquisition of moral instead of epistemic goods, insufficiently recognize the role of virtue in the pursuit of such epistemic aims as knowledge and understanding.

scholarly journals A moral education? British Values, colour-blindness, and preventing terrorism

2021 ◽  
pp. 026101832199892
Author(s):  
Christine Winter ◽  
Charlotte Heath-Kelly ◽  
Amna Kaleem ◽  
China Mills
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Recent Work ◽  
Moral Education ◽  
Education Sector ◽  
Structural Racism ◽  
Individual Interviews ◽  
Colour Blindness ◽  
British Education

The Prevent Strategy tasks the British education sector with preventing radicalisation and extremism. It defines extremism as opposition to fundamental British Values and requires schools to promote these values and refer students and staff believed to be vulnerable to radicalisation. Little research examining the enactment of the Prevent and British Values curriculum has included students. To fill this gap, we investigated how students, teachers and Prevent/British Values trainers engage with this curriculum by conducting individual interviews in two multicultural secondary schools in England, framing the study in recent work on colour-blindness. We found that whilst multiculturalism was celebrated, discussion about everyday structural racism was avoided. Critical thinking was performed strategically, and classrooms were securitised as sites for identifying potential safeguarding referrals. Moral education, colour-blindness and safeguarding intersected to negate racialised experiences, whilst exposing students and teachers to racialised Prevent referrals.

Imitating the Traditional Gods

Mnemosyne ◽  
2021 ◽  
pp. 1-22
Author(s):  
Vilius Bartninkas
Keyword(s):  
Role Models ◽  
Moral Virtues ◽  
The People ◽  
Additional Input ◽  
Virtuous Character ◽  
Ethical Role ◽  
Virtuous Life ◽  
The Relationship ◽  
Religious Aspect ◽  
The Ideal

Abstract This paper examines moral virtues and cult practice in Plato’s Laws. It explores the symposium and the chorus and their potential to provide a recognisable cultural setting, in which the Magnesian citizens can test their responses to pleasurable and painful experiences and thus train their moral virtues. The challenge to this reading is to explain what additional input to moral habituation is provided by the religious aspect of these institutions. This paper draws attention to the relationship between the people and the patron gods of the respective institutions. It argues that the cult practices are designed to reflect the virtuous character of the traditional gods, who serve as the ethical role models for the worshipers. In this way, the worship of the traditional gods not only facilitates moral progress by exemplifying the objective of virtuous life, but also gives an egalitarian version of the ideal of godlikeness to its citizens.

Competence-Oriented Models of Professional Development of Specialists in the Context of Sustainable Education

2021 ◽  
Vol 39 (9) ◽  
Author(s):  
Viktoriia V. Sydorenko ◽  
Alla B. Popova ◽  
Nataliia L. Rehesha ◽  
Oksana O. Sinenko ◽  
Olha I. Trynko
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Informal Education ◽  
Educational Programs ◽  
Innovative Teaching ◽  
National Education ◽  
Professional Activities ◽  
National Education System ◽  
Professional Development Of Teachers ◽  
Professional Self

The article thoroughly describes the competency-oriented models of professional self-improvement and self-realization of teachers in terms of sustainable development. The educational and methodical support of professional development of teachers for lifelong learning through formal, non-formal and informal education according to innovative competence-oriented models of professional development has been developed and experimentally tested. The results of the study can be used in the process of modernization of the national education system, in particular in the activities of educational and methodological centers of vocational education in the development of curricula, educational programs, qualification requirements for professional activities of teachers, innovative teaching and methodological support.

Sign in / Sign up

Export Citation Format

Share Document