Education in Moral Theory and the Improvement of Moral Thought

Autor/in	Friday, Jonathan
Titel	Education in Moral Theory and the Improvement of Moral Thought
Quelle	In: Journal of Moral Education, 33 (2004) 1, S.23-33 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
Schlagwörter	Stellungnahme; Ethics; Value Judgment; Moral Development; Moral Values; Ethical Instruction + Suchen Sie Ihr Suchwort? Ethik; Werturteil; Moralische Entwicklung; Moral value; Ethischer Wert; Ethics instruction; Teaching of ethics; Ethikunterricht
Abstract	This article questions whether the study of normative moral theory and its application to particular moral problems has a beneficial effect upon someone seeking to improve the quality of their moral thinking. A broad outline of the conception of moral thinking underlying moral theory and applied ethics is considered, particularly the logical requirements that moral thinking be impersonal and the judgements that issue from it universally valid. The error of both of these requirements is explored through consideration of a detailed example. It is further argued that the procedure by which the theory-driven applied ethicist arrives at moral conclusions does not involve moral thinking at all. Moreover, it is argued that the failure of moral philosophers to explore the meaning and significance of the full range of concepts constituting our moral vocabulary puts in doubt the efficacy of the study of moral philosophy for the improvement of moral thinking. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10