Sentimentalist moral education

2010 ◽  
Vol 8 (2) ◽  
pp. 125-143 ◽  
Author(s):  
Michael Slote
Keyword(s):  
Moral Education ◽  
Moral Motivation ◽  
Care Ethics ◽  
Lawrence Kohlberg ◽  
Human Psychology ◽  
Moral Sentimentalism ◽  
Moral Learning ◽  
Moral Rules ◽  
Do So

Care ethics, and moral sentimentalism more generally, have not developed a picture of moral education that is comparable in scope or depth to the rationalist/Kantian/Rawlsian account of moral education that has been offered by Lawrence Kohlberg. But it is possible to do so if one borrows from the work of Martin Hoffman and makes systematic use of Hume’s earlier sentimentalist ideas. Kohlberg and Rawls offer accounts of moral learning that leave moral motivation largely unexplained or mysterious, but an emphasis on the psychology of empathy can help us to better understand both the content of our morality and the ways in which children and adults can become and be morally motivated. Parents can in a number of ways evoke and strengthen children’s empathic moral tendencies, and such processes can also occur and need to occur in schools and later on in life. In addition, a sentimentalist understanding of the meaning of moral terms can show how moral rules, principles, and injunctions can strongly reinforce the sorts of empathic/moral tendencies that are at least initially based in other elements of human psychology.

Moral education

2018 ◽  
Author(s):  
John White
Keyword(s):  
Moral Education ◽  
Moral Motivation ◽  
Natural Process ◽  
Central Issue ◽  
Moral Goodness ◽  
The Third ◽  
Moral Learning ◽  
Rules And Principles ◽  
History Of

This entry looks at three contemporary approaches to moral learning and education, all of which have roots in the history of philosophy. The first holds that just as children grow, or develop, in a physical sense, so they also develop in their moral dispositions or judgments. A central issue here is whether the concept of development is applicable outside its biological home. The second sees moral learning not as a natural process, but as a deliberate induction into socially approved norms or values. On one version of this view, it is not enough to bring children to follow the rules enshrined in conventional moral codes as they need to learn to sift these in the light of higher-order rational principles. Problems arise here both about moral motivation and about whether morality is wholly to do with rules and principles. For other theorists moral education is more a matter of shaping children’s nature-given desires and emotions into settled dispositions or virtues on Aristotelian lines. While the ‘rational principle’ view focuses on the morally autonomous individual, this view has its roots in communal moral traditions. Despite Plato’s belief that only knowledge is teachable, and therefore that it is doubtful whether moral goodness can be taught at all, the third view of moral learning maintains that it must include the acquisition of relevant knowledge and understanding, and cover the formation of dispositions. All this bears on how moral education should feature in schools – on the role of school ethos, learning by example, and the contribution of the whole curriculum.

Moral education and caring

2010 ◽  
Vol 8 (2) ◽  
pp. 145-151 ◽  
Author(s):  
Nel Noddings
Keyword(s):  
Moral Education ◽  
Care Ethics ◽  
Moral Sentimentalism

Michael Slote’s very interesting work on moral sentimentalism and moral education raises some important questions on the meaning of empathy, the limitations of ‘inductions’, and the development of moral education from the perspective of care ethics. These questions are addressed in this commentary.

Spirited Motivation and the Novelty of Reason

2021 ◽  
pp. 113-138
Author(s):  
Josh Wilburn
Keyword(s):  
Moral Education ◽  
Early Treatment ◽  
Folk Psychology ◽  
Political Life ◽  
Common View ◽  
Human Psychology ◽  
Political Unity ◽  
The Common

Chapter 5 examines “early” works that anticipate the Republic’s account of the role of spirited motivations in social and political life and the related challenges of promoting proper moral education and civic unity. It surveys Plato’s early depictions of traditional moral education and popular values, as well as his early treatment of political unity, civic strife, and the ethics of helping friends and harming enemies. The chapter also argues against the common view that the spirited part of the soul represented the main innovation of Plato’s tripartite theory. Rather, it suggests, the reasoning part was his contribution to received folk psychology and ethics, and that is why “early” dialogues focus so heavily on intellectual and rational aspects of human psychology.

Reply to Noddings, Darwall, Wren, and Fullinwider

2010 ◽  
Vol 8 (2) ◽  
pp. 187-197 ◽  
Author(s):  
Michael Slote
Keyword(s):  
Moral Education ◽  
Care Ethics ◽  
Moral Theories ◽  
Moral Theorizing

I respond to Noddings with further clarification of the notion of empathy and also argue that previous care ethics has put too much of an exclusive emphasis on relationships. I respond to Darwall by pointing out some implausible implications of his own and Kantian views about respect and by showing how a sentimentalist approach can avoid those difficulties. In my reply to Wren I indicate how a sentimentalist metaethics can be accurate to what we mean by ‘right’ and ‘wrong’ even if Kantians and others would emphatically deny what it says about these terms. And, finally, I argue that Fullinwider’s dismissive remarks on moral theories fail to reckon with what is significant and important about moral theorizing and also point out how a sentimentalist ethics and its view of moral education can, pace Fullinwider, be of some practical use to moral educators.

Regret: A Vital Structure of Critical Engagement in Moral Education

2019 ◽  
Vol 19 (1) ◽  
pp. 1-16
Author(s):  
Alexander Keller Hirsch ◽  
Keyword(s):  
College Students ◽  
Moral Education ◽  
Moral Imagination ◽  
Counterfactual Thinking ◽  
Moral Life ◽  
Self Awareness ◽  
Self Reflection ◽  
Critical Engagement ◽  
Moral Learning ◽  
Vital Structure

I argue that helping college students to hone their faculty for regret is key to at least three interrelated functions of critical engagement in moral education: 1) empathic unsettlement; 2) counterfactual thinking; and 3) anagnorisis, Aristotle’s term for a tragic and too-late turn in self-awareness. All three functions support an attitude of humility and self-reflection germane to rigorous moral reflection. Though it can be difficult to confront and assume, I argue that claiming regret can help students to catalyze thinking, curiosity, and responsiveness in ways that bear under-explored potential in moral learning. In what follows, I defend regret as a vital structure of moral life, and give several examples of how regret might work to advance moral imagination in the classroom.

Pirates, Kings and Reasons to Ad: Moral Motivation and the Role of Sanctions in Locke's Moral Theory

2007 ◽  
Vol 37 (1) ◽  
pp. 35-48 ◽  
Author(s):  
Patricia Sheridan
Keyword(s):  
Natural Law ◽  
Moral Theory ◽  
Moral Motivation ◽  
Moral Good ◽  
Natural Laws ◽  
Law Of Nature ◽  
Human Understanding ◽  
Moral Duties ◽  
Moral Rules

Locke's moral theory consists of two explicit and distinct elements — a broadly rationalist theory of natural law and a hedonistic conception of moral good. The rationalist account, which we find most prominently in his early Essays on the Law of Nature, is generally taken to consist in three things. First, Locke holds that our moral rules are founded on universal, divine natural laws. Second, such moral laws are taken to be discoverable by reason. Third, by dint of their divine authorship, moral laws are obligatory and rationally discernible as such. Locke's hedonism, which is developed most fully in his later Essay Concerning Human Understanding, consists in the view that all good amounts to pleasure, with specifically moral good taken to consist in the pleasurable consequences of discharging one's moral duties.

scholarly journals Development research on unitary moral learning programme which tackles various moral education issues, with a focus on the 'special subject of moral education'

Impact ◽  
2021 ◽  
Vol 2021 (3) ◽  
pp. 20-21
Author(s):  
Yoshio Oshitani
Keyword(s):  
Moral Education ◽  
Social Issues ◽  
Moral Values ◽  
Early Age ◽  
Development Research ◽  
Religious Discrimination ◽  
Multiple Perspectives ◽  
Moral Learning ◽  
Future Society ◽  
Individual Evaluation

Unfortunately, racism, cultural and religious discrimination, homophobia and other forms of discrimination remain prevalent in society. Instilling the key tenets of ethics and morality is important in helping overcome these issues. This starts at an early age with the education of schoolchildren and Yoshio Oshitani is a researcher based at Mukogawa Women's University, Japan, who is exploring moral education and social issues in schools. Oshitani's focus is on cultivating moral judgement, moral sentiment and motivation to practice morality among schoolchildren. Ultimately enabling them to be raised to live independently with moral practice. To do this, it is important to address existing issues in the Japanese school system and introduce a focus on moral education. As such, Oshitani and his team have developed a class whereby one hour a week schoolchildren use textbooks and other teaching materials to understand moral values that can enable us all to live better and consider moral events and situations from multiple perspectives. The development of each child is monitored through individual evaluation, (evaluating areas of growth) with their sense of moral values considered. Ultimately, Oshitani believes that if children can be introduced to morality from an early age, this will lead to a better, more accepting future society.

scholarly journals IMPLICATIONS OF MORAL EDUCATION LAWRENCE KOHLBERG AND KH AHMAD DAHLAN ON THE RELIGIOUS BEHAVIOR OF STUDENTS

2020 ◽  
Vol 4 (1) ◽  
pp. 20-43
Author(s):  
Daimah Sholihah ◽  
Zainun Wafiqatun Niam
Keyword(s):  
Moral Education ◽  
Research Process ◽  
Moral Values ◽  
Cognitive Stimulation ◽  
Lawrence Kohlberg ◽  
Religious Behavior ◽  
Library Research ◽  
Moral Crisis ◽  
The Government ◽  
The Many

The reality of the Indonesian nation experienced an extraordinary moral crisis, marked by the widespread practice of KKN in the institution of the government and the many immoral behavior among the younger generation. This happens because there is no maximum implementation of moral education in schools, so moral values ​​are not realized perfectly. Therefore, there is a need to revitalize the implementation of moral education in schools. This research is a library research (library research) because the entire research process utilizes a variety of libraries that are relevant to the problem under study. The results showed that Lawrence Kohlberg's thoughts were secular, whereas Ahmad Dahlan's thoughts were religious. The concept of moral education both have similarities and differences. Both of their thoughts also have implications for the religious behavior of students, Lawrence Kohlberg shaped religious behavior through exemplary methodology, self-introduction, cognitive stimulation and empathy development as in the concept of moral education. Ahmad Dahlan shapes the religious behavior of students through teaching science and charity. Moral values ​​are taught to students to then be practiced in everyday life.

Sign in / Sign up

Export Citation Format

Share Document