By Jo Cairns, Roy Gardner, Denis Lawton
Values in schooling - how they're taught, the ethics of educating itself, plus their function within the schooling of educators - is a space of full of life and passionate debate. This publication presents a vital source of rules, matters and present perform for all people with an curiosity during this zone of schooling. featuring a variety of severe writing, this e-book bargains with concerns in relation to schooling in values; methods to educating values; instructor schooling and values; learn for schooling in values; and overseas comparative reports. extremely popular while it was once first released in hardback in 2000, the e-book now appears to be like in paperback for the 1st time with a brand new advent, which updates the most principles and subject matters of the e-book.
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Extra info for Education for Values: Morals, Ethics and Citizenship in Contemporary Teaching
We could scarcely be expected to lie to the younger generation for this would be an unsound basis for moral education and some of our pupils would see through us. If adult society were actually corrupt and current concern with moral education were simply an attempt to dupe the majority of future citizens for the benefit of others, honourable educators could have no part in it but would then, at least, have no reason to blame themselves for their failure to morally educate the young. If we were truly concerned with morality under those circumstances we should need to direct our efforts towards our own generation and ourselves rather than the young.
If anything can justify the rules in the first place, as well as justifying exceptions to them, it can only be moral reasoning. TEACHING MORAL REASONING 33 The case with principles is rather different. 5 Examples of principles in this sense are ‘respect for persons’, ‘fairness’ and ‘consideration of interests’. Clearly these are not rules in the sense of specific prescriptions for action. How, then, could they function? Recall that the model of moral reasoning I proposed above began: Be aware of the ways in which what you are doing is going to affect other people.
This distinction is not consistently marked in ordinary language, but there is precedent for it in some philosophical writing about morality, and it seems to me a distinction worth marking. Rules, then, as I am using the term here, are relatively specific prescriptions for conduct, such as ‘don’t tell lies’ or ‘don’t hit people’. One way of treating such rules is to see them as requiring no thought in their application at all; but that would be to make of morality a mindless procedure. If there is to be careful thought about what we ought to do, then there are the possibilities both of recognizing sometimes that what a rule requires is indeterminate, and of recognizing sometimes that it is better to make an exception to the rule.