Book contents
- The Cambridge Handbook of Ethics and Education
- The Cambridge Handbook of Ethics and Education
- Copyright page
- Epigraph
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Part I Traditions in Ethics and Education
- 1 Ancient Chinese Ethics and Education
- 2 Ancient Greek and Roman Ethics and Education
- 3 Ubuntu Ethics and Education in Southern Africa
- 4 Ethical and Environmental Knowledge and Education
- 5 Ethics, Education, and the Inheritance of Abraham
- 6 Prioritizing Outcomes
- 7 Freedom and the Ethics of Educational Authority
- 8 Moral Education in the Virtues
- 9 The Ethics of Bildung and Liberal Education
- 10 American Pragmatism, Democratic Ethics, and Education
- 11 Radical Ethics
- 12 The Ethics of Phenomenology and Hermeneutics in Education
- 13 Feminist Ethics and the Contradictions of Gender
- 14 Postmodern/Poststructuralist Ethics and Education
- Part II Ethics and Education in Practice
- Part III Emerging Ethical Pathways and Frameworks
- Index
- References
8 - Moral Education in the Virtues
from Part I - Traditions in Ethics and Education
Published online by Cambridge University Press: 07 March 2024
Book contents
- The Cambridge Handbook of Ethics and Education
- The Cambridge Handbook of Ethics and Education
- Copyright page
- Epigraph
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Part I Traditions in Ethics and Education
- 1 Ancient Chinese Ethics and Education
- 2 Ancient Greek and Roman Ethics and Education
- 3 Ubuntu Ethics and Education in Southern Africa
- 4 Ethical and Environmental Knowledge and Education
- 5 Ethics, Education, and the Inheritance of Abraham
- 6 Prioritizing Outcomes
- 7 Freedom and the Ethics of Educational Authority
- 8 Moral Education in the Virtues
- 9 The Ethics of Bildung and Liberal Education
- 10 American Pragmatism, Democratic Ethics, and Education
- 11 Radical Ethics
- 12 The Ethics of Phenomenology and Hermeneutics in Education
- 13 Feminist Ethics and the Contradictions of Gender
- 14 Postmodern/Poststructuralist Ethics and Education
- Part II Ethics and Education in Practice
- Part III Emerging Ethical Pathways and Frameworks
- Index
- References
Summary
This chapter explores some central features of morality in terms of what are commonly regarded as virtues. A virtue is a disposition that is an important feature of one’s character. As such, a virtue endures over an extended period of time, not just for a brief moment. Still, a virtue such as honesty implies its regular exercise. However, one can occasionally behave dishonestly without this undermining its standing as one’s virtue. The notion that some emphasis on basic moral virtues should be included in K-12 and college education has long received strong public support. However, there has also been widespread disagreement about just how this should be done and with what ends in mind. Presumably, some general uncertainty, if not disagreement, about the nature and foundation of morality accounts for much of this. This uncertainty is discussed in terms of reasonableness.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Ethics and Education , pp. 145 - 165Publisher: Cambridge University PressPrint publication year: 2024
References
Adams, Robert M. A Theory of Virtue: Excellence in Being for the Good. Oxford: Oxford University Press, 2006.Google Scholar
Anderson, Ray C., and White, Robin. Confessions of a Radical Industrialist: Profits, People, Purpose – Doing Business by Respecting the Earth. New York: St. Martin’s Press, 2009.Google Scholar
Aristotle, . Politics, translated by Benjamin Jowett. http://classics.mit.edu/Aristotle/politics.html.Google Scholar
Callahan, Daniel, and Bok, Sissela, eds. Ethics Teaching in Higher Education. New York: Plenum, 1980.Google Scholar
Compte-Sponville, Andre. A Small Treatise on the Great Virtues: The Uses of Philosophy in Everyday Life. London: Pan Macmillan, 2002.Google Scholar
Curren, Randall. Aristotle’s Educational Politics and the Aristotelian Renaissance in Philosophy of Education. Oxfordshire: Routledge, 2013.Google Scholar
Curren, Randall. “Sustainability Ethics across the Curriculum.” In Ethics across the Curriculum: Pedagogical Perspectives, edited by Englehardt, Elaine E. and Pritchard, Michael S.. New York: Springer, 2019.Google Scholar
Englehardt, Elaine E., and Pritchard, Michael S.. “Ethics, Sustainability and Management Leadership.” In Responsible Management Learning and Education, edited by Moosemayer, Dirk C., Laasch, Oliver, Parkes, Carole, and Brown, Kenneth G.. Washington, DC: Sage, 2020.Google Scholar
Esenwin, Joseph B., and Stockhard, Marietta. “The George Washington Cherry Tree.” In Book of Virtues, edited by Bennett, William. New York: Simon & Schuster, 1993.Google Scholar
Hugo, Victor. Les Misérables, translated by Hapgood, I. F.. CreateSpace Publishing, 1862/2018.Google Scholar
Hursthouse, Rosalind, and Pettigrove, Glen. “Virtue Ethics.” In Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/entries/ethics-virtue/.Google Scholar
Kohlberg, Lawrence. “The Claim to Moral Adequacy of a Highest Stage of Moral Judgment.” Journal of Philosophy 70, no. 18 (1973).Google Scholar
Kohlberg, Lawrence, Levine, Charles G., and Hewer, Alexandra. “Moral Stages: A Current Formulation and a Response to Critics.” Basel: Karger, 1983.Google Scholar
May, William F. “Professional Virtue and Self-Regulation.” In Ethical Issues in Professional Life, edited by Callahan, J.. New York: Oxford University Press, 1988.Google Scholar
Nussbaum, Martha C. The Fragility of Goodness: Luck and Ethics in Greek Tragedy and Philosophy. Cambridge: Cambridge University Press, 2001.Google Scholar
Paley, Vivian G. You Can’t Say You Can’t Play. Cambridge, MA: Harvard University Press, 1992.Google Scholar
Pangle, Lorraine S. Aristotle and the Philosophy of Friendship. Cambridge: Cambridge University Press, 2003.Google Scholar
Pappas, Gregory F. John Dewey’s Ethics: Democracy and Experience. Bloomington: Indiana University Press, 2008.Google Scholar
Preti, Alan. ”Developing Habits of Moral Reflection: Dewey, Moral Inquiry, and Practical Ethics.” In Ethics across the Curriculum: Pedagogical Perspectives, edited by Englehardt, Elaine E. and Pritchard, Michael S.. New York: Springer, 2018.Google Scholar
Pritchard, Michael. “Promoting Reasonableness: Science Teachers as Moral Educators.” In Ethics across the Curriculum: Pedagogical Perspectives, edited by Englehardt, Elaine E. and Pritchard, Michael S.. New York: Springer, 2018.Google Scholar
Pritchard, Michael S. “Public Discourse, Moral Education and Reasonableness.” Special Issue, “After the Insurrection: Addressing the Crisis in Liberal Democracy,” Dewey Studies 5, no. 1 (Spring 2021).Google Scholar
Pritchard, Michael S., and Englehardt, Elaine E.. “18th Century Scottish Moral Philosophers and Children.” In IPCIP Conference Book, edited by Moriyon, Felix Garcia. Madrid: IPCIP, February 2018.Google Scholar
Pritchard, Michael S., and Englehardt, Elaine E., eds. Everyday Greed: Analysis and Appraisal. New York: Springer, 2021.Google Scholar
Ross, William D. The Nicomachean Ethics of Aristotle. London: Oxford University Press, 1966.Google Scholar
Sibley, W. M. “The Rational versus the Reasonable.” Philosophical Review 62, no. 4 (1953).Google Scholar
Smith, Adam. An Inquiry into the Nature and Causes of the Wealth of Nations, edited by Sutherland, Kathryn. Oxford: Oxford University Press, 1776/1993.Google Scholar
Smith, Adam. Theory of Moral Sentiments, edited by Macfie, A. L. and Raphael, D. D.. Indianapolis: Liberty Press, 1761/1982.Google Scholar
Thomas, Charlotte C. S., ed. “The Impartial Spectator’s Cultural Spectacles.” In Of Sympathies and Selfishness. Macon, GA: Mercer University Press, 2015.Google Scholar