Reason and Virtues: The Paradox of R. S. Peters on Moral Education

Autor/in	Haydon, Graham
Titel	Reason and Virtues: The Paradox of R. S. Peters on Moral Education
Quelle	In: Journal of Philosophy of Education, 43 (2009), S.173-188 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2009.00717.x
Schlagwörter	Ethical Instruction; Moral Development; Caring; Learning Processes; Ethics; Epistemology; Educational Philosophy; Educational Theories; Role of Education; Moral Values; Educational History; Educational Principles + Suchen Sie Ihr Suchwort? Ethics instruction; Teaching of ethics; Ethikunterricht; Moralische Entwicklung; Care; Pflege; Sorge; Betreuung; Learning process; Lernprozess; Ethik; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Bildungsauftrag; Moral value; Ethischer Wert; History of education; Bildungsgeschichte; Bildungsprinzip
Abstract	This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the "familiar story" that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called "the paradox of moral education"--roughly, that a rational morality must be developed in part through habit--the article discusses not only Peters' rational morality of principles and rules but also elements of his thought concerning virtues and care. Running through the discussion is the question of whether Peters, in drawing for instance on Aristotle as well as Kohlberg, is attempting to combine incompatible ideas. Against this, it is suggested that in reading Peters now we can learn from his explicit claim that we need a pluralistic, not a monolithic, approach to moral development and moral education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10