Michael Slote and ‘Sentimentalist moral education’

2010 ◽  
Vol 8 (2) ◽  
pp. 163-171
Author(s):  
Thomas Wren
Keyword(s):  
Moral Education ◽  
Ethics Of Care ◽  
Specific Character ◽  
Michael Slote ◽  
Moral Principles ◽  
Human Emotions

Although I think most of what Michael Slote asserts in his article ‘Sentimentalist moral education’ is correct, I worry about three important ideas that are conspicuous by their absence. The first is the possibility that human emotions and feelings are inherently cognitive, which is never considered in his psychological account of empathy. The second is that his metaethical claim that ‘our very understanding of moral terms and moral principles rests on a foundation of empathy’ fails to recognize the culture-specific character of the very concept of morality. My third misgiving is that Slote overstates the now-standard distinction between the ethics of care and the ethics of principles, which I argue is a matter of emphasis, not opposition, especially in the context of moral education.

Sentiment, care, and respect

2010 ◽  
Vol 8 (2) ◽  
pp. 153-162 ◽  
Author(s):  
Stephen Darwall
Keyword(s):  
Moral Education ◽  
Ethics Of Care ◽  
Well Being ◽  
Normative Ethics ◽  
Accountable Care ◽  
Michael Slote ◽  
Recognition Respect

Michael Slote proposes a rethinking of moral education from the perspective of a normative ethics of care combined with his distinctive sentimentalist metaethics. I raise questions concerning the role of empathy in Slote’s picture and argue that empathy is related to respect and sentiments through which we hold ourselves and one another accountable. Care in the sense of benevolent concern is a fundamentally different attitude from (recognition) respect: whereas the former is focused on its object’s well-being, the latter responds to a person’s dignity and authority to make claims and demands of us.

scholarly journals Michael Slote (2007) The ethics of care and empathy

2010 ◽  
Vol 22 (1) ◽  
pp. 77-78
Author(s):  
Nikola Biller-Andorno
Keyword(s):  
Ethics Of Care ◽  
Michael Slote

scholarly journals The Necessity of Moral Principles in Moral Education

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
EJ Udokang
Keyword(s):  
Moral Education ◽  
The Other ◽  
Analytic Method ◽  
Self Directed Learning ◽  
Proper Place ◽  
Moral Principles ◽  
Other Hand ◽  
Directed Learning ◽  
The One

Many well-meaning parents and teachers are hamstrung in their attempts at moral education of their children and wards. Hence they are caught in some dilemma. On the one hand, if they incline toward the code of conception, they tend to be authoritarian in their approach; if, on the other hand, they favour some variant of the romantic reaction, they may expect that children will go it alone and decide it all for themselves. To overcome this dilemma, there is need for a synthesis of both alternatives. It is precisely the synthesis of these two positions (principles and creativity) that we propose to explore in this paper as a preliminary to any discussion on moral education. With analytic method as a tool, the paper concludes that until a more adequate view of morality which embroils the proper place for both authority and self-directed learning is synthesized, a discourse on moral education will be of no good.

The necessity of a relational ethics alongside Noddings’ ethics of care in narrative inquiry

2019 ◽  
Vol 20 (3) ◽  
pp. 265-276 ◽  
Author(s):  
Vera Caine ◽  
Simmee Chung ◽  
Pamela Steeves ◽  
D. Jean Clandinin
Keyword(s):  
High School ◽  
Narrative Inquiry ◽  
Moral Education ◽  
Junior High School ◽  
Ethics Of Care ◽  
Relational Ethics ◽  
Indigenous Youth ◽  
Research Site ◽  
Winter Snow ◽  
Snow Storm

Amidst a winter snow storm we drove slowly and carefully to our research site. Leaving much earlier than usual we wanted to be there to greet the indigenous youth who we had come to know in the process of inquiring into their ongoing identity making. We came to know them over several months in a junior high school arts club and had developed relationships with them that were marked by care. In attending to care, Noddings (1984) offered us a way to think about ethics. Yet Noddings did not explicitly turn her attention to an ethics for research, rather her focus was on an ethics of care in moral education. Drawing on our work alongside indigenous youth we show how these four components of an ethics of care shaped our narrative inquiry and show how a relational ethics builds on, and extends, an ethics of care in narrative inquiry.

scholarly journals “New Humanism”: Integrative System of Philosophy of Education, Ethics, Social Management and Pedagogy

2016 ◽  
Vol 19 (2) ◽  
pp. 59-74
Author(s):  
Viktor Viktorovych Zinchenko
Keyword(s):  
Social Development ◽  
Moral Education ◽  
Education System ◽  
System Integration ◽  
Social Role ◽  
Philosophy Of Education ◽  
Social Philosophy ◽  
Concrete Situation ◽  
New Humanism ◽  
Moral Principles

Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction with model of «new humanism» in formation of socially valuable orientations. Classification existing in the western philosophy of education and education of directions is spent, proceeding from basic principles of philosophical school or a current, first of all considering those the purpose and means which are really involved by them in process of education, social development and socially-moral education and being based on the basic installations, the purpose expressed by that or other direction, how its supporters imagine the person, its requirement, a social role, behaviour which the education system and education urged to form. Considering growing requirement of a practical embodiment of ideas of freedom, justice, aspiration to realisation of the human rights proclaimed a society, supporters of the concept of «new humanism» see the main objective in blocking a way to conformism, to a manipulation behaviour of the person and to create conditions for its free self-expression, for realisation by the person of a fundamental choice of acts in a concrete situation and by that to warn danger of formation of the unified form of behaviour. In it principles of «new humanism» approach with a position of  instrumentalism and neopragmatism. Before social philosophy of education/upbringing  it is necessary to define a problem factors which cause achievement of its main objective, to state an estimation to moral principles and personal qualities with which actually the education/education theory connects realisation of the problems, to show, why these, instead of any any other principles and qualities open to the person possibility to choose in a concrete situation socially powerful both morally defensible and comprehensible line of conduct in public the relation. Statement of a question on necessity of the philosophical analysis of problems of education and education in a social context serves as an indicator of understanding philosophers, teachers of an increasing role of the human and moral factor in society development. And, at last, the aspiration to develop socially-philosophical bases of pedagogics in general and education in particular, testifies that the western and domestic philosophers, teachers, representatives of social and psychological sciences, at least, the majority of them, have realised the public importance of an education system and education, its global character.

scholarly journals O Cuidado Empático: Contribuições para a Ética e Sua Interface com a Educação Moral na Formação em Saúde

2016 ◽  
Vol 40 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Marcelo de Almeida Mayernyik ◽  
Fabio Alves Gomes de Oliveira
Keyword(s):  
Ethics Of Care ◽  
Michael Slote

RESUMO O presente artigo apresenta alguns pontos essenciais do pensamento do filósofo Michael Slote em sua obra “The ethics of care and empathy”. Situamos a sua produção no contexto em que a ética do cuidado foi desenvolvida e problematizada, evidenciando, sobretudo, a questão de gênero que atravessa essa perspectiva ética. Assim, convocamos autores e autoras que dialogam estreitamente com as questões levantadas por Slote como interlocutores fundamentais para se pensar a empatia como componente fundamental da ética do cuidado. Em sequência, resgatamos o sentido ontológico do cuidado e da responsabilidade, correlacionando-os com a prática do cuidado em saúde. Ao final, apresentamos um caso paradigmático para um debate concreto da ética do cuidado e empatia no âmbito da educação moral, destacando sua importância no processo de formação dos profissionais de saúde no Brasil.

scholarly journals Akhlak Education According to Ibnu Miskawaih (Education ‎Epistemology Perspective)‎

2019 ◽  
Vol 4 (1) ◽  
pp. 21-40
Author(s):  
Wahid Arbani
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Moral Education ◽  
Human Life ◽  
Qualitative Research Methods ◽  
Islamic World ◽  
Moral Principles ◽  
Sources Of Knowledge ◽  
Dangerous Condition

The emergence of globalization and capitalism in our lives today has given rise to the emergence of hedonistic attitudes, consumerism, materialism and the emergence of permissive attitudes. This contemporary condition is clearly in a dangerous condition, so it is necessary to look for moral and moral principles to maintain the continuity of human life on this earth. One effort that can be done is to re-express the thoughts of classical Muslim leaders who have been able to exert influence in the development of the Islamic world and have even been able to bring glory to Islam. Ibn Miskawaih is one of the Muslim philosophers who in every major discussion of his writings always includes moral aspects, so it is interesting to study, how far the concept of moral education according to Ibn Miskawaih is able to parse various problems in the implementation of moral education in the present and future come. By using qualitative research methods through the documentation of the book Tahzib al-Aklaq Wa Tathir al-Arara, the conclusion is that the epistemology of moral education according to Ibn Miskawaih includes; sources of knowledge, benchmarks of truth and classification of knowledge, and methodologies for acquiring knowledge. The source of knowledge, according to Ibn Miskawaih, is epistemologically derived from the truth of revelation, although in his writings Ibn Miskawaih did not write the postulates of the Qur'an and al-Hadist directly.

scholarly journals Why should an ethics of care matter in education?

2021 ◽  
Vol 6 ◽  
Author(s):  
Jerome P. Joorst
Keyword(s):  
South Africa ◽  
Moral Education ◽  
Teacher Attrition ◽  
Teaching Practice ◽  
Negative Impact ◽  
Ethics Of Care ◽  
Professional Preparation ◽  
Regulatory Environment ◽  
Care Approach

When a black 2nd-year student educator gets chased away from a school whilst doing his teaching practice for hair ‘not setting an appropriate example to learners’, the incident elicits questions about the rights of student educators during teaching practice, as well as the extent to which universities and schools care for, support and prepare student educators for the realities of schooling in South Africa. I situate the article in Transformation in Higher Education and the discourses of moral education concerning universities’ preparation of student educators in conjunction with schools in South Africa. The purpose in this article is to critically evaluate the neoliberal regulatory environment that frames education in general and how this has led to ‘uncaring’ environments in which student educators must operate during the execution of their teaching practice. I applied an ethics-of-care- approach to conceptually discuss the central role that care should play in the professional development of student educators. A decline in the level of care for student educators during teaching practice by universities and schools has an increasingly negative impact on their professional preparation which might lead to increased teacher attrition and discourage new entrants to the profession. To achieve the kind of care among teachers we envisage through education, universities and schools will have to re-examine the role of care for student educators during teaching practice.

scholarly journals Rethinking “Basic Issues” in Moral Education

2020 ◽  
pp. 209653112095032
Author(s):  
Desheng Gao ◽  
Di Wang
Keyword(s):  
Moral Education ◽  
Best Practice ◽  
Basic Problem ◽  
Real Life ◽  
Alternative Interpretation ◽  
Theory And Practice ◽  
Moral Principles ◽  
Close Analysis ◽  
Education Theory ◽  
Moral Instruction

Purpose: This article presents an alternative interpretation of “basic principles” in moral education by reconsidering Dewey’s moral education theory which has had profound influence on Chinese educational theory and practice. Design/Approach/Methods: Through a close analysis of Moral Principles in Education (1909), this study identifies four ideological and logical limitations in Dewey’s moral education theory. Findings: Analysis revealed four limitations in Dewey’s moral education theory. First, although “moral ideas” originate from real life, they are insufficient for developing a fully moral life. Second, the “moral trinity” is an ideal that cannot be fulfilled when exposed to reality. Third, the interpretation of “ideas about morality” needs to extend beyond examinations of their effects on behavior, particularly insofar as these ideas play a complex role in the overall development of individuals. Fourth, simply teaching ideas about morality constitutes the worst practice of “direct moral instruction.” In this respect, best practice involves cultivating moral ideas while facilitating the transformation of ideas about morality into moral ideas or vice versa. Value: The distinction between “moral ideas” and “ideas about morality” has long been considered the basic problem of moral education. This study presents another approach to the “basic problem” of moral education that complements and reinforces these concepts.

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