Critical Thinking and Moral Education

1988 ◽  
Vol 7 (3) ◽  
pp. 42-49
Author(s):  
Mark Weinstein ◽  
Keyword(s):  
Critical Thinking ◽  
Moral Education

scholarly journals A moral education? British Values, colour-blindness, and preventing terrorism

2021 ◽  
pp. 026101832199892
Author(s):  
Christine Winter ◽  
Charlotte Heath-Kelly ◽  
Amna Kaleem ◽  
China Mills
Keyword(s):  
Critical Thinking ◽  
Secondary Schools ◽  
Recent Work ◽  
Moral Education ◽  
Education Sector ◽  
Structural Racism ◽  
Individual Interviews ◽  
Colour Blindness ◽  
British Education

The Prevent Strategy tasks the British education sector with preventing radicalisation and extremism. It defines extremism as opposition to fundamental British Values and requires schools to promote these values and refer students and staff believed to be vulnerable to radicalisation. Little research examining the enactment of the Prevent and British Values curriculum has included students. To fill this gap, we investigated how students, teachers and Prevent/British Values trainers engage with this curriculum by conducting individual interviews in two multicultural secondary schools in England, framing the study in recent work on colour-blindness. We found that whilst multiculturalism was celebrated, discussion about everyday structural racism was avoided. Critical thinking was performed strategically, and classrooms were securitised as sites for identifying potential safeguarding referrals. Moral education, colour-blindness and safeguarding intersected to negate racialised experiences, whilst exposing students and teachers to racialised Prevent referrals.

The Role of Reasons in Moral Education

2017 ◽  
Author(s):  
Harvey Siegel
Keyword(s):  
Critical Thinking ◽  
Moral Education ◽  
Critical Evaluation ◽  
Moral Improvement

Does critical thinking play a role in moral education? If so, what might the role of critical thinking, and in particular, the quest for and critical evaluation of reasons, play in moral education? This chapter explores the role of reasons—considerations that purport to support candidate beliefs, judgments, and actions—in moral education. It considers reasons as they relate to six proposed aims of moral education—the moral improvement of student actions, beliefs, thinking/reasoning, habits, character, and sentiments—and argues that reasons can and do play roles, albeit of varying and somewhat indeterminate strengths, in the promulgation of all six of these aims.

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