scholarly journals On the Possible Forms a Relationship Might Take between the Moral Character of a Teacher and the Moral Development of a Student

2009 ◽  
Vol 111 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Richard D. Osguthorpe
Keyword(s):  
Moral Development ◽  
Moral Education ◽  
Ordinary Language ◽  
Moral Character ◽  
Alternative Conceptions ◽  
Philosophical Tradition ◽  
Philosophical Inquiry ◽  
Primary Roots ◽  
The Relationship

Background/Context The claim of a relationship between a teacher's moral character and a student's moral development has its roots in a rich philosophical tradition. It is a tradition that maintains that the young acquire virtue by associating with virtuous people in a virtuous community. In this way, it is assumed virtue is acquired by example and imitation. Recently, this relationship has received increased attention from philosophers of education, who emphasize the importance of the moral character of the teacher in bringing about the proper moral development of the student. Purpose/Objective This article is an examination of the various forms that a relationship might take between the moral character of a teacher and the moral development of a student. It brings important distinctions to bear on the assumed relationship and sheds new light on the complexities of the relationship and its possible permutations. The purpose of this article is to better understand these complexities and suggest alternative conceptions of the relationship in question. Research Design The methods employed in this article are primarily philosophical and follow the analytic tradition. Analytic philosophy is primarily concerned with the analysis of meaning, and its primary roots are found in the works of Frege, Wittgenstein, Carnap, Russell, and Moore. The success of this type of philosophical inquiry rests on an ability to better understand the use of language. This article draws on the method of ordinary language and concept analysis, relying on the process of making distinctions and suggesting inconsistencies in the language used to describe the relationship in question. Conclusions/Recommendations The analysis shows that each of the forms a relationship might take is seemingly quite reasonable and sensible. However, it also concludes that none of these forms provides a definitive claim that a relationship does or does not obtain between the moral character of a teacher and the moral development of a student. The applications for research suggest that scholars pay closer attention to (a) the agency of students in this relationship, (b) the relative influence of a teacher's unintentional moral expressions, and (c) the role of modeling in moral education. These applications also point to an important possible shift in the conceptualization of moral education: toward morally good teaching (for its own sake) and away from teaching students to be morally good.

Reflective Equilibrium

2016 ◽  
Author(s):  
Yuri Cath
Keyword(s):  
John Rawls ◽  
Reflective Equilibrium ◽  
Standard Assumption ◽  
Philosophical Inquiry ◽  
The Relationship

This article examines the method of reflective equilibrium (RE), most closely associated with John Rawls, and its role in philosophical inquiry. It begins with an overview of RE before discussing some of the subtleties involved in its interpretation, including challenges to the standard assumption that RE is committed to a coherentist rather than foundationalist view of justification. It then evaluates some of the main objections to RE, including objections that this method is too conservative, objections that appeal to the possibility of disagreements between people that employ this method, and objections that this method generates unreasonable beliefs. It concludes by considering how RE relates to recent debates about the role of intuitions in philosophy, suggesting the relationship is more complex and interesting than it is usually assumed to be.

scholarly journals Moral Education at Primary Level in Selected Private Schools of Karachi: Role of Teachers and Parents

2021 ◽  
Vol 9 (2) ◽  
pp. 59-73
Author(s):  
Rabia Siddiqui ◽  
Zehra Habib
Keyword(s):  
Parental Involvement ◽  
Moral Development ◽  
Moral Education ◽  
Primary Schools ◽  
Formal Education ◽  
Moral Values ◽  
Mixed Methods Study ◽  
Teachers And Parents ◽  
Depth Interviews

Pakistani society is facing numerous problems such as intolerance, violence, lying, dishonesty and sexual harassment to mention just a few. Parents and schools have a major role to play in the moral development of children. This mixed methods study examined teachers’ involvement in developing moral values in children from three private sector schools in Karachi, Pakistan. Document analysis of primary schools’ curriculum, in-depth interviews and classroom observations of nine teachers were conducted to understand how moral values are imparted through formal education. Additionally, 240 parents participated in a quantitative survey to investigate parental involvement in the moral development of children. Findings revealed inadequate focus of the schools’ curricula towards moral education, teachers’ limited perceptions and their subsequent lack of contribution to moral development of students. The quantitative data from parents showed satisfactory involvement of parents in moral growth of their children, measuring above 60% for every variable. Data also revealed that parents focus more on instructions rather than discussions about the moral values with their children. Findings highlight the need for coordinated efforts towards moral development of children involving parents, teachers and schools.

Blindsight

Metagnosis ◽  
2020 ◽  
pp. 127-161
Author(s):  
Danielle Spencer
Keyword(s):  
Visual Field ◽  
Visual Field Defect ◽  
Philosophical Tradition ◽  
Neurological Condition ◽  
Epistemic Stance ◽  
Western Philosophical Tradition ◽  
The Relationship ◽  
Field Defect

In situating the author’s retrospective visual field “defect” revelation, this chapter begins with the neurological condition of anosognosia—being unaware of a disease—exploring its manifestations and philosophical implications. In addition, another means of understanding the author’s visual field “defect” emerges in the figure of “blindsight,” or unconscious vision. Tracing the relationship between vision and thought in the Western philosophical tradition as well as the philosophical role of blindsight, the chapter then proposes that blindsight models a particular epistemic stance encompassing the known and unknown, one which will prove useful in addressing the phenomenon of metagnosis and beyond.

PHILOSOPHERS AND CITIZENS ON THE AREOPAGUS: LUCIAN'S PROSE TRILOGY

Ramus ◽  
2019 ◽  
Vol 48 (2) ◽  
pp. 198-222
Author(s):  
David Blair Pass
Keyword(s):  
Civic Virtue ◽  
Philosophical Tradition ◽  
Lively Discussion ◽  
Philosophical Writing ◽  
Imperial Period ◽  
The Status ◽  
Civic Community ◽  
The Relationship ◽  
The Way

The lively discussion of the relationship between rhetoric and philosophy, the presentation of a theory of writing dialogues that combine elements from different genres and a dramatic frame that presents this theory in an Athenian setting as philosophical schools such as the Stoa and the Academy explain to the citizens their contributions to civic virtue make the Twice Accused not only one of the most important dialogues for understanding Lucian's project but also one of the most important literary treatments of the reception of philosophy in Athens and the status of philosophy in the Imperial period. Because many of the philosophical elements Lucian uses to create his drama—common arguments, well-known attitudes and standard portraits—are conventional, the creativity and originality of the work consists in the combination of these elements and juxtaposition of different scenes and frames; understanding each scene and its significance depends on establishing its relationship to other scenes. This paper will examine the role the Twice Accused plays as part of a trilogy of dialogues together with the Sale of Lives and the Fisherman; the trilogy presents a reflection on the introduction of philosophy and a progressive analysis of the attitudes between citizens and philosophers in the Athenian civic context. Considering the three as a trilogy not only reveals a central tragic intertext but also illuminates the way that the methodological statement at the end of the Twice Accused completes the schema connecting attitudes towards the philosophical tradition to Athenian topography by moderating the extremes of the previous two dialogues and explaining the role of philosophical writing as a mediating force between the demands of philosophy and the needs of the larger civic community.

The Role of Philosophy in Global Bioethics

2015 ◽  
Vol 24 (2) ◽  
pp. 185-194 ◽  
Author(s):  
SIRKKU K. HELLSTEN
Keyword(s):  
Philosophical Analysis ◽  
Main Argument ◽  
Philosophical Inquiry ◽  
Global Bioethics ◽  
Different Types ◽  
The Relationship ◽  
Universal Nature

Abstract:This article examines the relationship between philosophy and culture in global bioethics. First, it studies what is meant by the term “global” in global bioethics. Second, the author introduces four different types, or recognizable trends, in philosophical inquiry in bioethics today. The main argument is that, in order to make better sense of the complexity of the ethical questions and challenges we face today across the globe, we need to embrace the universal nature of self-critical and analytical philosophical analysis and argumentation, rather than using seemingly philosophical approaches to give unjustified normative emphasis on different cultural approaches to bioethics.

scholarly journals Moral Education: Current Values in Students and Teachers’ Effectiveness in Inculcating Moral Values in Students

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Vaishnavi. R. Kanzal ◽  
Subikshalakshmi. G ◽  
Lopamudra Goswami
Keyword(s):  
Moral Education ◽  
Science Teachers ◽  
Transition Period ◽  
Real Life ◽  
Moral Values ◽  
Practical Implementation ◽  
Adolescent Students ◽  
Age Range ◽  
The Relationship

Moral values play an important role in every aspect of an individual’s life. It is necessary for the holistic growth of an individual. According to Piaget’s theory of moral judgment, adolescence is the phase where the transition from heteronomous to autonomous morality takes place. During this transition period, the role of educators becomes crucial, as most of the learning in that phase occurs at school. Despite moral education being provided in schools, there is a substantial increase in delinquency. This evokes a question whether teachers inculcate moral values effectively in students. This study focuses on measuring the current moral values in students, the effectiveness of teachers in inculcating such moral values and whether there is effective implication of the learnt moral values. Sampling method was random and the sample size of the students and their moral science teachers are 102 and 12 respectively. The age range of the students was between 12 and 14. The tools used were Moral Values Scale (MVS), Personal Values Scale (PVS) and Teachers’ Effectiveness Scale (TES). The result from that quantitative analysis revealed that the current level of moral values in students range from high to extremely high. The teachers are very effective in inculcating moral values in the students. The relationship between teachers’ effectiveness in inculcating moral values and the current moral values in students is positive, but negligible. But, the qualitative observation revealed that there is an immense gap between the theoretical knowledge of moral values of the adolescent students and the practical implementation of the same. Further studies will be focused on strategies that could encourage practical implementation of moral values through moral education in their real life situations.

scholarly journals The boundaries of the spiritual and moral self-awareness of the student's personality

2021 ◽  
Author(s):  
Л.М. Литвина
Keyword(s):  
Theoretical Analysis ◽  
Moral Development ◽  
Moral Education ◽  
Functional Model ◽  
Special Role ◽  
Self Awareness ◽  
Moral Self ◽  
The Individual ◽  
Education And Development

В статье представлен теоретический анализ разработанности проблемы границ духовно-нравственного самосознания личности в контексте изучения вопросов роли субъектного и духовного «Я» в данном процессе. Обоснована особая роль субъектного и духовного «Я» в определении границ духовно-нравственного развития обучающегося, и адаптированы структурно-функциональная и динамичная модель данного процесса. Представлены типологии духовно-нравственного самосознания личности в контексте духовного и субъектного «Я». Выявлено, что расширение границ духовно-нравственного самосознания личности происходит за счет развития духовного и субъектного «Я». Проблема духовно-нравственного развития человека обогащена на основе теории субъектности и духовности личности. Результаты обобщенно-теоретического анализа могут быть трансформированы из теории в практику духовно-нравственного воспитания и развития обучающегося. The article presents a theoretical analysis of the elaboration of the problem of the boundaries of the spiritual and moral self-awareness of the individual in the context of studying the issues of the role of the subjective and spiritual self in this process. The special role of the subjective and spiritually «I» personality in determining the boundaries of the spiritual and moral development of the student has been substantiated. The structural and functional model of spiritual and moral self-awareness in the context of the spiritual and subjective self has been adapted to the problems of the research. The typologies of manifestation of the spiritual and moral self-awareness of the individual are presented. It was revealed that the expansion of the boundaries of the spiritual and moral development of the individual occurs due to the development of the spiritual subjective «I». The problem of the spiritual and moral development of a person is enriched on the basis of the theory of this process in the context of the theory of subjectivity and spirituality of the individual. The results of a generalized theoretical analysis can be transformed from theory into practice of spiritual and moral education and development of the student.

Stories Told and Lessons Learned: Toward a Narrative Approach to Moral Development and Moral Education

1989 ◽  
Vol 59 (2) ◽  
pp. 182-206 ◽  
Author(s):  
Mark Tappan ◽  
Lyn Mikel Brown
Keyword(s):  
Moral Development ◽  
Moral Education ◽  
Lessons Learned ◽  
Moral Sense ◽  
Narrative Approach ◽  
Moral Sensibility ◽  
Moral Choices

The telling of stories in moral education has a long and universal tradition. In the study of moral development, however, the uses and power of narrative in both forming and conveying a moral sense have been largely ignored. Mark Tappan and Lyn Brown argue that narrative is central to the study as well as to the teaching of morality, and that acknowledgment of authorship of moral choices, actions, and feelings marks the endpoint of the development of moral sensibility. Children's storytelling, they believe, creates authorship when the audience is responsive and the story told represents real experience. By presenting thoughtful and challenging evidence for the role of storytelling, these authors represent a perspective much needed in the field of moral development.

scholarly journals Democracy and Language in Jürgen Habermas’s Discourse Theory

2019 ◽  
Vol 59 (1) ◽  
pp. 7-25
Author(s):  
Arianna Maceratini
Keyword(s):  
Social Action ◽  
Critical Role ◽  
Ordinary Language ◽  
Discourse Theory ◽  
The Public ◽  
International Perspectives ◽  
Institutional Issues ◽  
The Relationship ◽  
Hermeneutic Science

Abstract The concept of hermeneutic science is outlined by Habermas as a reflection within the ordinary language, addressed to the dialogic dimension of intersubjective recognition and connected to the juridical guarantee. The guarantee function fulfilled by the discursive agreement towards every real dialogue is obvious: it indicates the main reference point for the regulation and coordination of social action, tracing a line of demarcation between being and having to be, facts and norms. Speech, communicative agreement and legal guarantee are mutually qualified terms where the public discussion of institutional issues makes it possible to define the normative validity as non-assimilatory generality, placed beyond any populistic yearning, tracing a line of demarcation between law and power. The idea of deliberative democracy expresses the relationship and distinction between the universalism of rights and the factuality of the norm issuing, between the idea of good and the idea of right, in order to support democratic decision-making legitimacy. Combining the reasons of the markets with those of civil solidarity, through independent forms of regulation both from the obsolete state sovereignties and from the traditional international perspectives, represents a primary challenge of the Habermasian theory where the critical role of the rational public sphere appears fundamental.

Sign in / Sign up

Export Citation Format

Share Document