Moral Education in Secondary Schools: What, how, and why?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216275%3A25210%2F19%3A39916588" target="_blank" >RIV/00216275:25210/19:39916588 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.14712/23362189.2019.1526" target="_blank" >https://doi.org/10.14712/23362189.2019.1526</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23362189.2019.1526" target="_blank" >10.14712/23362189.2019.1526</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Moral Education in Secondary Schools: What, how, and why?

Popis výsledku v původním jazyce

The paper argues for a philosophical approach to the teaching of moral education in secondary schools. Because students at this level are already capable of conceptual thinking, but are still at a formative stage, teachers can encourage them in their autonomous thought and life orientation through reference to meta-ethical authorities. In terms of these authorities, students may be led to fi nd that there is something (beauty, truth, goodness) other than the ordinary, narrow concerns of everyday life. At the same time, truth or beauty should be unveiled in everyday life; ordinary matters such as language must be revealed as moral concerns, and be liberated from vulgarity. For this to provide a suffi cient experience of things beautiful and good, I argue, the ethos of moral education at secondary schools should reflect the ethos of the university. I also argue that we need this kind of education to counterbalance the expanding informational and consumer character of our society, and to give meaning to the life of every participating individual. Finally, I warn against doctrinal simplifi cation, specifically, the misuse of the liberal spirit of the university and moral education (using the example of the Czech National School Curriculum).

Název v anglickém jazyce

Moral Education in Secondary Schools: What, how, and why?

Popis výsledku anglicky

The paper argues for a philosophical approach to the teaching of moral education in secondary schools. Because students at this level are already capable of conceptual thinking, but are still at a formative stage, teachers can encourage them in their autonomous thought and life orientation through reference to meta-ethical authorities. In terms of these authorities, students may be led to fi nd that there is something (beauty, truth, goodness) other than the ordinary, narrow concerns of everyday life. At the same time, truth or beauty should be unveiled in everyday life; ordinary matters such as language must be revealed as moral concerns, and be liberated from vulgarity. For this to provide a suffi cient experience of things beautiful and good, I argue, the ethos of moral education at secondary schools should reflect the ethos of the university. I also argue that we need this kind of education to counterbalance the expanding informational and consumer character of our society, and to give meaning to the life of every participating individual. Finally, I warn against doctrinal simplifi cation, specifically, the misuse of the liberal spirit of the university and moral education (using the example of the Czech National School Curriculum).

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

60301 - Philosophy, History and Philosophy of science and technology

Projekt

<a href="/cs/project/EF15_003%2F0000425" target="_blank" >EF15_003/0000425: Centrum pro etiku</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogika : časopis pro vědy o vzdělávání a výchově

ISSN

0031-3815

e-ISSN

—

Svazek periodika

69

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

19

Strana od-do

444-462

Kód UT WoS článku

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EID výsledku v databázi Scopus

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