Moral education, emotions, and social practices

Bibliographic Data

ID11951786
AuthorsAndrés Mejía (0000-0002-3968-9410, Universidad de los Andes, corresponding author)
Year2023
Volume57
Issue1
Pages323-336
Publication date2023-02-01
Open AccessYes
TypeARTICLE
VenueJournal of Philosophy of Education (JOURNAL)
Journal identifiersISSN: 0309-8249 • E-ISSN: 1467-9752
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/jopedu/qhad018
OpenAlexW4323543179
LanguageEN
Citations received3
References cited18

Paul Hirst’s idea of moral education is distinctive in the central role it attributes to social practices. For him, ethical principles and virtues should not be seen as abstract entities theoretically derived and then applied in education so that students learn to reason from those principles or live by those virtues. Instead, Hirst’s moral education incorporates an initiation into social practices and comes back to them by means of situated critical reflection from within those practices themselves. Embracing Hirst’s proposed central role of social practices, this paper spells out the key role that emotions play in moral education so understood and their relations with social practices. As emotions materialize our deeply held values, incorporated into lived experience, their cultivation will not simply be a matter of deliberation, but rather of the practical exploration of social practices that can nurture and sustain them

Deliberation · Environmental ethics · Epistemology · Moral disengagement · Moral education · Nature versus nurture · Pedagogy · Political science · Politics · Situated · Social cognitive theory of morality · Sociology · Education and Critical Thinking Development · Peace and Human Rights Education · Psychology · Values and Moral Education · Law · Social Psychology