Too Few Examples, Too Much Law

Autor/in	Hamilton, Neil W.
Titel	Too Few Examples, Too Much Law
Quelle	In: Academic Questions, 25 (2012) 3, S.356-360 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-4852
DOI	10.1007/s12129-012-9299-2
Schlagwörter	Stellungnahme; Higher Education; Ethics; Free Enterprise System; Social Systems; Democracy; Educational Objectives; Education Work Relationship; Politics of Education; Educational Principles; Educational Philosophy; Democratic Values; Moral Values; Social Values; Best Practices + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethik; Freie Wirtschaft; Social system; Soziales System; Demokratie; Educational objective; Bildungsziel; Erziehungsziel; Educational policy; Bildungspolitik; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Moral value; Ethischer Wert; Sozialer Wert
Abstract	This "crucible moment" in which democratic capitalism finds itself does not call for more government mandates to dictate progressive activism in higher education. Rather, this crucible moment calls higher education on its own initiative to focus on the moral foundation that both democracy and capitalism require. The foundation of democratic representative government and a market economy lies in the virtues, capacities, and skills that lead to trust in leaders of government, business, and the professions and among the citizens themselves. These are critical educational objectives for higher education, but higher education does poorly at fostering them. To respond to this crucible moment, the author proposes that a major educational objective of higher education should be to foster internalization of a moral core of deep responsibility for others, particularly the person directly being served, with some restraint on self-interest, as well as the other elements of an ethical identity, in as large a proportion of students as possible. (Contains 8 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10