Moving beyond Rationalistic Responses to the Concern about Indoctrination in Moral Education

Autor/in	Zrudlo, Ilya
Titel	Moving beyond Rationalistic Responses to the Concern about Indoctrination in Moral Education
Quelle	In: Theory and Research in Education, 19 (2021) 2, S.185-203 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zrudlo, Ilya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/14778785211016322
Schlagwörter	Moral Development; Teaching Methods; Learning Processes; Educational Philosophy; Rhetoric; Books; Course Content; Educational Theories; Logical Thinking; Social Values; Criticism; Beliefs; Social Control; Social Differences + Suchen Sie Ihr Suchwort? Moralische Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsphilosophie; Erziehungsphilosophie; Rhetorik; Book; Buch; Monographie; Monografie; Kursprogramm; Educational theory; Theory of education; Bildungstheorie; Sozialer Wert; Kritik; Belief; Glaube; Soziale Kontrolle; Sozialer Unterschied
Abstract	Indoctrination is an ongoing concern in education, especially in debates about moral education. One approach to this issue is to come up with a rational procedure that can robustly justify potential items of moral education content. I call this the 'rationalistic justification project'. Michael Hand's recent book, "A Theory of Moral Education," is representative of this approach. My essay has three parts. First, I show that Hand's justificatory procedure -- the problem-of-sociality justification -- cannot serve the purposes he has in mind; it fails on its own terms and may even cause the teacher to inadvertently slide into indoctrination. Second, I argue that the causes of this failure lie deeper than Hand's particular approach to the rationalistic justification project; rather, it is the broader project itself that is misguided, largely due to its narrow conceptions of morality and rationality. Third, I offer an alternative way of framing the issue of indoctrination, by drawing on Aristotle's philosophy of rhetoric. My suggested approach recontextualizes the issue of indoctrination and brings into focus a broader set of relevant features of the teaching-learning situation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01