Lipman i Kołakowski: wychowawcze przesłanie ich koncepcji etycznych

2017 ◽  
pp. 9-24
Author(s):  
Aldona Pobojewska
Keyword(s):  
Moral Education ◽  
Educational Program ◽  
Moral Code ◽  
Philosophy For Children ◽  
Preliminary Stage ◽  
Moral Conduct ◽  
Moral Subject ◽  
Dominant Feature ◽  
The Common

Already at the preliminary stage of the analysis the convergence of the ethical positions of the M. Lipman’s “Philosophy for Children” educational program and the views presented by Leszek Kołakowski in the essay “Ethics without Codex” is visible. The common, dominant feature of both of them is the rejection in the moral conduct of an attitude characterised by the desire to have a moral code, whereas they justify their anti-code stance in mostly the same way. The author briefly sketches these arguments and present the requirements that a moral subject who does not follow the code must fulfil. Finally, the author of the article indicates the character of moral education postulated by both authors considered here.

scholarly journals Exploring the connections between Philosophy for Children and character education: Some implications for moral education?

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Andrew Peterson ◽  
Brendan Bentley
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Critical Reflection ◽  
Values Education ◽  
Philosophy For Children ◽  
Potential Relationship ◽  
The Relationship ◽  
Made In

In this paper we are interested in the connections between Philosophy for Children and character education. In sketching these connections we suggest some areas where the relationship is potentially fruitful, particularly in light of research which suggests that in practice schools and teachers often adopt and mix different approaches to values education. We outline some implications of drawing connections between the two fields for moral education. The arguments made in this article are done so in the hope of encouraging further critical reflection on the potential relationship between Philosophy for Children and character education.

scholarly journals The ethics of narrative art: Philosophy in schools, compassion and learning from stories

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Laura D'Olimpio ◽  
Andrew Peterson
Keyword(s):  
Moral Education ◽  
Practical Wisdom ◽  
Alasdair Macintyre ◽  
Philosophy For Children ◽  
Fictional World ◽  
Narrative Art ◽  
Moral Agents ◽  
Philosophical Dialogue ◽  
Art Philosophy ◽  
Student Questions

Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion, which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us the opportunity to engage imaginatively and sympathetically with diverse characters and scenarios in a safe protected space that is created by the fictional world. By practising what Nussbaum calls a ‘loving attitude’, her version of ethical attention, we can form virtuous habits that lead to phronesis (practical wisdom). In this paper, and taking compassion as an illustrative focus, we examine the ways that students’ moral education might usefully develop from engaging with narrative artworks through Philosophy for Children (P4C), where philosophy is a praxis, conducted in a classroom setting using a Community of Inquiry (CoI). We argue that narrative artworks provide useful stimulus material to engage students, generate student questions, and motivate philosophical dialogue and the formation of good habits, which, in turn, supports the argument for philosophy to be taught in schools.

Different Enhanced Technology Used in Core Counselor Education Courses

2018 ◽  
pp. 149-164
Author(s):  
Levette S. Dames ◽  
Jennifer Barrow
Keyword(s):  
Counselor Education ◽  
School Counseling ◽  
Educational Program ◽  
Education Programs ◽  
Counselors In Training ◽  
The Core ◽  
School Counseling Program ◽  
The Common ◽  
Audio Video ◽  
Education Courses

Recently the Council for the Accreditation of Counseling and Related Educational Program (CACREP) broad granted many graduate counselor education programs eight or more year accreditation. In order for these institutions to have been awarded its accreditation, eight core counseling areas should have been addressed in their program or university alike. For counselor education programs to enter the 21st century, technology and media devices should be embraced in all of the eight core counseling areas. The chapter examines the usefulness and effectiveness of enhanced-technology and media devices of five of the eight core counseling areas for advancement and improvement of effective skills for counselors-in-training (CIT). University web-base and audio/video media devices were the common enhanced-technology devices used among five of the core counseling areas. In addition, the school counseling program technologies were also examined. Finally, implications for counselor education are provided.

Oikeion and Allotrion in the City and Soul

2021 ◽  
pp. 166-201
Author(s):  
Josh Wilburn
Keyword(s):  
Moral Education ◽  
Educational Program ◽  
Private Property ◽  
Economic Policies ◽  
Main Thesis ◽  
Emotional Bonds ◽  
The City

Chapter 7 examines the psychology of the virtue that moral education is designed to produce, as well as the psychology of civic unity that Socrates’ social, political, and economic policies for the Kallipolis are designed to foster. The main thesis is that at both the intrapsychic and the interpersonal levels, Plato’s proposals are designed to exploit the two primitive faces of spirited motivation: its aggression toward the allotrion, and its fondness, protectiveness, and friendship toward the oikeion. His educational program produces psychic harmony in large part by making correct reason “familiar” to spirit and vicious appetites “foreign” to it, and his policies on family and private property promote political harmony by instilling emotional bonds of familiarity and friendship among citizens.

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.

Does message content matter in negative publicity? A study with young athletes emulating pros

2015 ◽  
Vol 16 (3) ◽  
pp. 332-347
Author(s):  
Yalim Özdinç ◽  
Özlem Özdinç
Keyword(s):  
Role Models ◽  
Message Content ◽  
Young Athletes ◽  
Content Type ◽  
Moral Conduct ◽  
Attachment Strength ◽  
Negative Publicity ◽  
The Common ◽  
Negative Messages ◽  
Game Performance

Purpose – This study aims to examine changes in the strength of attachment to role models (strong, weak) and in the levels of commitment to the brands endorsed by role models (high, moderate, low) by exposing young athletes emulating sport stars to celebrity-engendered negative messages (CeNM). Design/methodology/approach – Two studies were conducted with footballers ranging in age from 13 to 18 years. Study 1 explored emulated football stars, attachment strength and commitment levels (n = 1,425). Study 2 exposed purposively selected 853 young footballers to four types of CeNM by content (social attribute, moral conduct, game performance, physical condition). A combination of non-/parametric t-tests was run for the paired comparisons of before–after exposure to CeNM. Findings – All CeNM contents weakened the ties to emulated football stars across the entire sample. Similarly, commitment to endorsed brands was diminished in all three categories after exposure to CeNM. When further examined, it appeared that the message about sport stars’ bad health did not affect the highly and moderately committed subjects. Overall, not just CeNM comprising personality-related topics (e.g. illicit affair, unfair play) but also those covering uncontrollable (e.g. injuries) and transient issues (e.g. penalty-kick misses) damaged young people’s attachment to their celebrity role models and tarnished, to a great extent, their evaluations of the brands the role models endorse. Originality/value – Besides echoing the common tendency that attachment to celebrity role models is strong among the youth, findings also indicate that young people, unlike adults, react naively to CeNM.

Moral Education and Rule Consequentialism

2020 ◽  
Vol 71 (1) ◽  
pp. 120-140 ◽  
Author(s):  
Dale E Miller
Keyword(s):  
Moral Education ◽  
Acceptance Rate ◽  
Moral Standing ◽  
Moral Code ◽  
Rule Consequentialism ◽  
Novel Approach ◽  
General Adoption

Abstract Rule consequentialism holds that an action's moral standing depends on its relation to the moral code whose general adoption would have the best consequences. Heretofore rule consequentialists have understood the notion of a code's being generally adopted in terms of its being generally obeyed or, more commonly, its being generally accepted. I argue that these ways of understanding general adoption lead to unacceptable formulations of the theory. For instance, Brad Hooker, Michael Ridge, and Holly Smith have recently offered different answers to the question of what ‘acceptance rate’ we should build into our formulation of rule consequentialism, and all are unsatisfactory. I argue instead for a novel approach to formulating rule consequentialism, ‘uniform-moral-education’ rule consequentialism, on which what it means for a moral code to be generally adopted is not for it to be generally followed or generally accepted, but instead for it to be generally taught.

scholarly journals Solutions to improve the effectiveness of moral education for Vietnamese students today

2022 ◽  
Vol 6 ◽  
Author(s):  
Pham Thi Lan
Keyword(s):  
Human Development ◽  
Moral Education ◽  
Communist Party ◽  
Common Interest ◽  
Continuous Learning ◽  
Human Beings ◽  
The People ◽  
The Face ◽  
Scientific Technical ◽  
The Common

Comprehensive human development is an important content in Ho Chi Minh's thought on human beings. "To reap a return in ten years, plant trees. To reap a return in 100, cultivate the people" (Minhd, 2011). A comprehensive person is someone who has both virtue and talent, of which virtue is the root. Virtue is morality, but unlike conservative morality which aims at personal glory, the new and great morality serves the common interest of the communist party, the people and mankind. The basic requirements of that morality are being loyal to the country and faithful to the people, loving people, being diligent, thrifty, honest, righteous and selfless, and having proletarian international spirit. Talent means a person's capability to fulfill assigned tasks, which is demonstrated through continuous learning and improving of academic, scientific, technical and theoretical qualifications (Minhb, 2011). Vietnam is being strongly influenced by the trend of international integration with many complicated changes in the society. In the face of manifestations of degradation in morality and lifestyle seen in students, moral education for Vietnamese students becomes even more important and necessary.

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