Putting Emotion into the Self: A Response to the 2008 "Journal of Moral Education" Special Issue on Moral Functioning

Autor/in	Kristjansson, Kristjan
Titel	Putting Emotion into the Self: A Response to the 2008 "Journal of Moral Education" Special Issue on Moral Functioning
Quelle	In: Journal of Moral Education, 38 (2009) 3, S.255-270 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
Schlagwörter	Stellungnahme; Constructivism (Learning); Ethical Instruction; Moral Development; Values Education; Moral Values; Self Concept; Emotional Development; Emotional Response; Educational Theories; Reader Response; Realism; Affective Behavior; Models; Educational Philosophy + Suchen Sie Ihr Suchwort? Ethics instruction; Teaching of ethics; Ethikunterricht; Moralische Entwicklung; Werterziehung; Moral value; Ethischer Wert; Selbstkonzept; Gefühlsbildung; Emotionales Verhalten; Educational theory; Theory of education; Bildungstheorie; Leserbrief; Realismus; Affective disturbance; Active behaviour; Affektive Störung; Analogiemodell; Bildungsphilosophie; Erziehungsphilosophie
Abstract	This paper takes as its starting point the Journal of Moral Education Special Issue (September, 2008, 37[3]) "Towards an integrated model of moral reasoning". Although explicitly post-Kohlbergian, the authors in this Special Issue do not, I argue, depart far enough from Kohlberg's impoverished notion of the role of the affective in moral life--or when they do so depart, they incorporate emotions as mere intuitive thrusts in an essentially polarised two-system view of the moral self. Prior to that complaint, I sketch an account of two contrasting self-paradigms: a "dominant" cognitive, anti-realist (constructivist) paradigm and an "alternative" realist and emotion-based one. I explore the implications of the latter paradigm, which I endorse, for our understanding of the "emotional self": a self imbued with and constituted by (potentially rationally grounded) emotions. I finally contrast that understanding with the one permeating the Special Issue and elicit some educational implications of the alternative paradigm. (Contains 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10