Philosophical Discussion in Moral Education: The Community of Ethical Inquiry


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Funded Projects

This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children. It begins with the assumption that what is taught in schools is not and should not be subject matter but rather ways of thinking. The main point is that the classroom should be converted into a community of inquiry, and that one can begin doing that with children. Based on the curriculum that Matt Lipman has developed at the Institute for the Advancement of Philosophy for Children, which he heads, this book describes the curriculum and explains its use.

The text is self-contained, however. View Larger Image. Ask Seller a Question. Title: Philosophical Discussion in Moral Education Publisher: London and New York, Routledge,. In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires.

Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book highlights the justification for, and methods of, creating a classroom community of ethical inquiry. It is the best, certainly the clearest, explication I have come across. In this study, nonetheless, one of them was used. Here, the concept is comprehended as the formation that articulates two dimensions, human and professional.


  • Justification: Gods Plan & Pauls Vision;
  • Philosophy for Children.
  • Maritime Governance and Policy-Making.
  • Ethical Formation in Professional, Scientific and Technological Education.
  • Ethics and Education: Can Classrooms Cultivate Virtuous Citizens? - ABC Religion & Ethics?
  • Old Age (Key Ideas).
  • Algebraic topology;

In this perspective, the work dimension is considered integrant of the formative process, approaching conceptually the discussions about the idea of integration in the PSTE. According to Ramos , this integration is deep and wide, more than mere articulation.

The Community of Ethical Inquiry, 1st Edition

In the PSTE, it has three meanings: the omnilateral formation, the inseparability between professional education and basic education and the integration of general and specific knowledge. The current Professional needs, beyond the Professional formation, the human and ethical formation.


  • The Altruist.
  • Redox Biochemistry.
  • Trauma, the Body and Transformation: A Narrative Inquiry?

A teacher, when coming to a classroom, provides specific content content of the subject they teach and nonspecific content attitudes, values and abilities that are part of the formation of the integral being Participant 55, The Professional Education that should be offered to students nowadays should be considered in a integral formation of individual, and no longer in preparing manpower for the job market, based on this assumption, there is no ethical formation without ethical approach Participant 64, This topic illustrates the emerging issue in the PSTE scenario, the integration issue.

Even so, the concept of integration crosses the speech of some participants. The participant 55 brings up the idea of integration between general and specific knowledge and, in accordance with participant 2, implies that basic and professional education are indissociable dimensions.

The participant 64 reinforces the integral formation as a reason for the ethical formation to be offered in the PSTE, highlighting the meaning of the omnilateral formation Ramos, The theoretical subsidies used to base this research ratify this idea. Taking up the already mentioned issues, the unanimity about the need of offering the ethical formation in the PSTE is notable. As for the reasons for this offer to occur, we no longer see much homogeneity in the responses. Once the results of the third and last question are analyzed - how this formation should happen?

The analysis provided subsidies to creating the following subcategories: a curricular approach subjects ; b server examples; c extension actions; e d integration of methods. This topic Graphic 2 was not a matter of descanting how the projects of ethical formation in the Institutes are developed, but rather how the managers think they should occur.

The contrast with the research from Menin et al. To think ethical formation thought curricular units or subjects refers, ultimately, to a traditional school model, transmissionist, that reaffirms the content in detriment of the development of abilities and intellectual, affective and social skills. However, in this group of answers, one is able to notice some nuances that distinguish themselves and can give a better notion of how close they come to one or another understanding on moral education. In this case, within the subjects category, there are subcategories in which different understandings are accommodated:.

The Institutes which indicated that the ethical formation should occur transversally correspond not only to the majority inside the subjects category, but also to the absolute majority, in relation to other ways of understanding the ethical formation in the PSTE. Some of the participants who illustrate well this representation:. With transversal contents, highlighting human and ethical values Participant 29, It must be present in every subject, as transversal theme, as already foreseen in the curricular parameters Participant 60, If themes are really so important to the life of the students today and it, in fact, school should be committed to such questions, the orientations contained in the document presentation of the transversal themes appear to be insufficient for the success of the proposition.

The nature of philosophical inquiry

The pedagogical managers teaching directors, pedagogical coordinators, etc. Among them, there might be identified three reasons why this formation should happen. It may has the purpose of guaranteeing an human formation, a professional formation or of serving the integral formation that articulates the two previous dimensions.

How it should occur? The majority responds through a disciplinary approach transversally, more than just by a specific subject or by the subjects of philosophy or sociology. Not many think of strategies to promote the integration of methods, there are also few who bet on the example of the servers teachers, technicians, managers as more efficient strategy.

Philosophy for Children (Stanford Encyclopedia of Philosophy/Spring Edition)

This multiple and diffuse scenario is a symptom of the absence of clear guidelines that may steer the actions of ethical formation in the PSTE, so that the most direct orientation comes from the LDB, which reaches all basic education, professional education included. However, the way in which this formation is addressed fails to consider some important specificities of PSTE when it comes to regular education. In the guiding laws and documents, on the other hand, the forecast of this formation is practically absent.

As an example, the debate concerning the concept of integration - that has become important in the scenario of the new PSTE - puts itself on second plan, constituting only part of the dimension culture that, alongside work and science, composes the omnilateral meaning of the term integral. The desirable thing is that like Buarque did with words, the pyramid in which the technical modernity is placed high is inverted, converting its apex to ethical modernity.

Ethics Defined: Moral Philosophy

May the fruits of these reflections about the PSTE inspire laws, guidelines, programs and projects. Rio de Janeiro: Paz e Terra, Acesso em: 08 ago.

Stanford Libraries

Acesso em: 07 ago. Porto Alegre: Artmed, Campinas: Papirus, Estudos de Sociologia [on-line], Araraquara, v. Rio de Janeiro: Tempo Brasileiro, KANT, Immanuel. Sobre a Pedagogia. Porto Alegre: Artmed , Crise de Valores ou Valores em Crise? Valores na Escola. Rio de Janeiro: Zahar,

Philosophical Discussion in Moral Education: The Community of Ethical Inquiry Philosophical Discussion in Moral Education: The Community of Ethical Inquiry
Philosophical Discussion in Moral Education: The Community of Ethical Inquiry Philosophical Discussion in Moral Education: The Community of Ethical Inquiry
Philosophical Discussion in Moral Education: The Community of Ethical Inquiry Philosophical Discussion in Moral Education: The Community of Ethical Inquiry
Philosophical Discussion in Moral Education: The Community of Ethical Inquiry Philosophical Discussion in Moral Education: The Community of Ethical Inquiry
Philosophical Discussion in Moral Education: The Community of Ethical Inquiry Philosophical Discussion in Moral Education: The Community of Ethical Inquiry
Philosophical Discussion in Moral Education: The Community of Ethical Inquiry Philosophical Discussion in Moral Education: The Community of Ethical Inquiry
Philosophical Discussion in Moral Education: The Community of Ethical Inquiry Philosophical Discussion in Moral Education: The Community of Ethical Inquiry
Philosophical Discussion in Moral Education: The Community of Ethical Inquiry Philosophical Discussion in Moral Education: The Community of Ethical Inquiry
Philosophical Discussion in Moral Education: The Community of Ethical Inquiry Philosophical Discussion in Moral Education: The Community of Ethical Inquiry

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