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Good Lives and Moral Education

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Evan Simpson

This book develops a «conservative» conception of morality and its implications for moral education. The argument stresses practices of living over rationalistic theories. At its center is an account of the education of the emotions, in which cultivating reflective imagination is more important than mastering universal principles. The central contrast is with Lawrence Kohlberg and his theory of moral development. Simpson sees extending democratic practices of discussion and argument as best answering the question how, lacking certain standards of judgment, we can decide between competing conceptions of human progress.

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affective perception, xvii, 71-72, 7~79.~92,94-95, 103,132,181 Aristotle, xii, xv, 4, 14, 40, 47, 53-54, 64-65, 98, 100, 105, 135, 147-148, 150 awe, 47, 53. (See also fear.) Baier, A., 15, 19, 29, 93-94, 168 Baldwin, J., 121 Bentham,]., xi Bernstein, R., 175 Brandt, R., 13, 79-80, 84 Burke, E., 6, 21, 26, 32, 65-66, %, 155 Burke, R., 154 Byron, Lord, 84-85, 87 character, 22, 30, 32-33, 103, 143, 187 cognitive development, xviii, 79, 119-143, 150, 154, 165 communication, communicative practices, xviii-xix, 26, 55, 99, 147, 150, 161, 163-164, 173, 207. (See also conversation.) communitarianism, 20, 187 conversation, discussion, 35, ~70, 9~100, 102, 118, 147-149, 151, 165-166, 170, 175. (See also communication.) convention, 42-43,60-61,64, 101 Crick, B., 26 curiosity, 41-42, 45-47, 52-53, 61, 100,116 custom, customs, 20, 25, 40, 55, 70, 132-33, 146, 157, 177; as basis of moral education, 33 Darwin, C., 158 de Sousa, R., 72 de Waal, R, 150 Dewey,]., xii, 15, 40, 76-79, 93, 104, 107-108, 116, 119-121 Diamond, C., 72-73,78,93, 147-148 Dickens, C., 110 Dworkin, R., 172 emotions, xv, 46-54, 72-102, 114, 120, 128-132, 177-180; education of, xvii-xviii, 37, 46, 66, 71, 141, 143, 177, 181; and well-being, xv, xvii, 48, 61; as cognitive states, 46-47; desires and, 80-83, 89-90; cognitivist theories of, 84-87; affectivist theories of, 87-89; as ground of moral be- lief, xvi, 46; and moral laws, xv-xvi, 45-46, 57, 60, 91; role in development, xvm, 41-46, 127-129, 131. (See also needs,...

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