A reconsideration of the significances of moral educational history of Ethics Textbook compiled by Sin, Hae-young

2021 ◽  
Vol 62 ◽  
pp. 23-55
Author(s):  
Min-jae Kim ◽  
Keyword(s):  
History Of Ethics ◽  
Educational History ◽  
History Of

A Short History of Ethics

1998 ◽  
Author(s):  
Alasdair MacIntyre
Keyword(s):  
Short History ◽  
History Of Ethics ◽  
History Of

Spinoza’s Ethical Theory

2018 ◽  
Author(s):  
Don Garrett
Keyword(s):  
Moral Responsibility ◽  
Ethical Theory ◽  
Moral Significance ◽  
Philosophical Naturalism ◽  
History Of Ethics ◽  
Virtuous Character ◽  
History Of ◽  
Good And Evil

This chapter analyzes Spinoza’s ethical theory in the context of his philosophical naturalism, his doctrine that the actual essence of each thing is its striving for self-preservation (conatus), and his psychology of the emotions as it concerns both “bondage to the passions” and the active emotions such as intellectual joy. It explains how Spinoza’s ethical precepts are expressed chiefly through demonstrated propositions about good and evil, virtue, the guidance of reason, and “the free man.” Particular attention is given to questions about (1) the meaning of ethical language, (2) the nature of the good, (3) the practicality of reason, (4) the role of virtuous character, (5) the requirements for freedom and moral responsibility (especially in light of his necessitarianism), and (6) the possibility and moral significance of altruism. The chapter concludes by briefly assessing the significance of Spinoza’s ethical theory and its place in the history of ethics.

Presbyterians and Ethics

2019 ◽  
pp. 525-537
Author(s):  
Mark Douglas
Keyword(s):  
World War Ii ◽  
Great Awakening ◽  
Reformed Theology ◽  
Second Great Awakening ◽  
World War ◽  
Early Nineteenth Century ◽  
History Of Ethics ◽  
Presbyterian Church ◽  
Starting Point ◽  
History Of

The history of ethics in the Presbyterian Church has been shaped by the theological commitments of Reformed theology, the church’s ecumenical and interreligious encounters, its interactions with the wider cultures in which it functions, and its global scope. Consequently, Presbyterian ethics have become increasingly diverse, culturally diffused, ecumenically directed, and frequently divisive. That said, its history can helpfully be divided into three lengthy periods. In the first (roughly from the church’s origins in 1559 to the Second Great Awakening in the early nineteenth century), theology, ethics, and politics are so interwound that distinguishing one from the others is difficult. In the second (roughly from the Second Great Awakening to the end of World War II), moral concerns emerge as forces that drive the church’s theology and polity. And in the third (for which proclamation of the Universal Declaration of Human Rights in 1948 might be a heuristically helpful starting point), ethics increasingly functions in ways that are only loosely tethered to either Reformed theology or polity. The strength of the church’s social witness, the consistency of its global engagements, and the failings of its internecine strife are all evident during its five-hundred-year history.

Does Humanity Share a Common Moral Faculty?

2010 ◽  
Vol 7 (1) ◽  
pp. 37-53 ◽  
Author(s):  
Keyword(s):  
Normative Theory ◽  
Moral Truth ◽  
Moral Sentiment ◽  
Philosophical Argument ◽  
Ethical Naturalism ◽  
History Of Ethics ◽  
Moral Conception ◽  
History Of ◽  
Moral Faculty

AbstractThe history of ethics contains many moral faculty theories, which usually are sorted by their metaphysics. The usual suspects include moral rationalism (Richard Price, Kant), moral sentiment theory (Hutcheson, Hume, Smith) and the varieties of ethical naturalism. Moral faculty theories differ importantly upon yet another dimension, on how widely it is distributed. Some, the Platonic elitists (Plato, J.S. Mill, R.M. Hare), suppose that moral truth can be discerned only by philosophical argument. Hence, they ascribe a revisionary task to normative theory, that of correcting nonphilosophers' moral errors. Others, the communalists (Aquinas, Hume, W.D. Ross), hold that the moral faculty is universally distributed. Hence, they hold that normative theory's task is not to revise, but rather to discern and explain the shared moral conception that we all apply in our ordinary moral lives. I here offer arguments to support commonalism.

The “Millstätter Predigten” (Millstatt Sermons), Petrus Berchorius, and Mechthild of Magdeburg

Daphnis ◽  
2021 ◽  
Vol 50 (1) ◽  
pp. 59-84
Author(s):  
Sabine Seelbach
Keyword(s):  
Cultural Memory ◽  
Educational History ◽  
Mechthild Of Magdeburg ◽  
The World ◽  
History Of ◽  
History Of Use ◽  
Shed Light

Abstract This article presents the project “Virtual Benedictine library Millstatt” (www.virtbibmillstatt.com/), which is dedicated to the cultural memory and educational history of Carinthia in the broadest sense. It aims to reconstruct the hitherto little-known and little-researched corpus of manuscripts from the Benedictine Abbey of Millstatt, to identify its texts, and to shed light on their history of use. Against the background of the eventful history of ownership of the Millstatt library, the problems that arise when trying to reliably assign manuscripts scattered around the world to the Millstatt corpus are outlined. Examples will be used to show the extent to which external features (binding, signature system, accessories), but also text-internal indications, make the origin and ownership history of the manuscripts traceable. Spectacular new finds are presented, but also erroneous assumptions about the affiliation of certain texts to the reading canon of the Millstatt Benedictines are pointed out.

Reconsidering a Classic: Assessing the History of Women's Higher Education a Dozen Years after Barbara Solomon

1997 ◽  
Vol 67 (4) ◽  
pp. 689-718 ◽  
Author(s):  
Linda Eisenmann
Keyword(s):  
Higher Education ◽  
The State ◽  
Historical Research ◽  
Access To Higher Education ◽  
Normal Schools ◽  
Educational History ◽  
Subsequent Research ◽  
History Of ◽  
Women's Higher Education ◽  
The Impact

In this article, Linda Eisenmann examines the role and impact of Barbara Solomon's now classic text in women's educational history, In the Company of Educated Women: A History of Women and Higher Education in America. Eisenmann analyzes how Solomon's book influenced, defined, and in some ways limited the field of women's educational history. She shows how current historical research — such as the study of normal schools and academies — grew out of Solomon's work. She points out where the book is innovative and indispensable and where it disappoints us as teachers and scholars in the 1990s. Eisenmann criticizes Solomon for placing too much emphasis on women's access to higher education, thereby ignoring the importance of wider historical and educational influences such as economics, women's occupational choices, and the treatment of women in society at large. Finally, Eisenmann examines the state of subsequent research in women's higher educational history. She urges researchers to investigate beyond the areas defined by Solomon's work and to assess the impact of these neglected subjects on women's experiences in education.

Men and manners: Kantian humanism, rhetoric and the history of ethics

1989 ◽  
Vol 18 (2) ◽  
pp. 191-220 ◽  
Author(s):  
Jeffrey Minson
Keyword(s):  
History Of Ethics ◽  
History Of

The Segregation of Black Students at Oberlin College after Reconstruction

2001 ◽  
Vol 41 (3) ◽  
pp. 344-364 ◽  
Author(s):  
Cally L. Waite
Keyword(s):  
Civil War ◽  
Black Students ◽  
Black Families ◽  
Important Place ◽  
Educational History ◽  
College Curriculum ◽  
The North ◽  
History Of ◽  
Oberlin College ◽  
One Year

The community of Oberlin, Ohio, located in the northeast corner of the state, holds an important place in the history of the education of Black Americans. In 1834, one year after its founding, the trustees of Oberlin College agreed to admit students, “irrespective of color.” They were the only college, at that time, to adopt such a policy. Oberlin's history as the first college to admit Black students and its subsequent abolitionist activities are crucial to the discussion of Black educational history. Opportunities for education before the Civil War were not common for most of the American population, but for Blacks, these opportunities were close to nonexistent. In the South, it was illegal for Blacks to learn to read or write. In the North, there was limited access to public schooling for Black families. In addition, during the early nineteenth century there were no Black colleges for students to attend. Although Bowdoin College boasted the first Black graduate in 1827, few other colleges before the Civil War opened their doors to Black students. Therefore, the opportunity that Oberlin offered to Black students was extraordinarily important. The decision to admit Black students to the college, and offer them the same access to the college curriculum as their white classmates, challenged the commonly perceived notion of Blacks as childlike, inferior, and incapable of learning.

scholarly journals Reflecting From the Margins of Education Faculties: Refiguring the Humanist, and Finding a Space for Story in History

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Theodore Michael Christou
Keyword(s):  
Teacher Education ◽  
John Dewey ◽  
History Of Education ◽  
Educational History ◽  
Education Teacher ◽  
Educational Foundations ◽  
History Of ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

Notwithstanding their traditional characterization as a foundations subject, history of education courses are marginal in pre-service teacher education. This marginalization is framed here in light of a broader concern for the discipline’s turn away from the humanities.  History of education’s fundamental purpose, it is argued, lies in the exploration of what it means to be human, and how education has historically been shaped by our values, authority, contexts, and norms.  Using stories drawn from literature and memoirs in the teaching of educational history is one means of exploring intersections of education with human cultures and societies across historical contexts.  History is etymologically linked with story telling, and both history and literature share narrative features; the two should not be conflated, however, due to distinctive disciplinary features of history, such as the requirement that any claims to truth require what John Dewey referred to as warranted assertability.Keywords: history of education, teacher education,educational foundations, humanities, literature, historical mindedness, John Dewey.

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