Addressing the moral quandary of contemporary universities: rejecting a less than human moral education
Whereas a consensus used to exist that universities had the responsibility to make students more fully human, today one finds scholars claiming that universities should form only certain aspects of a student’s identity or should draw primarily from only certain aspects. In other words, scholars supp...
| VerfasserInnen: | ; |
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
2008
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| In: |
Journal of beliefs and values
Jahr: 2008, Band: 29, Heft: 2, Seiten: 113-123 |
| weitere Schlagwörter: | B
Higher Education
B Moral Education B Stanley Fish B Humanism |
| Online-Zugang: |
Volltext (lizenzpflichtig) |
| Zusammenfassung: | Whereas a consensus used to exist that universities had the responsibility to make students more fully human, today one finds scholars claiming that universities should form only certain aspects of a student’s identity or should draw primarily from only certain aspects. In other words, scholars support the claim that the university should or should not undertake a certain kind of moral education by appealing to a particular aspect of human or institutional identity. In this paper, we survey two such arguments regarding moral education in the university as well as a third option that leaves open the possibility of an approach to moral education grounded in a specific kind of humanism. The paper then evaluates these arguments and contends that the vision for moral education with a pluralistic humanistic vision provides the best vision for moral enquiry and formation in higher education. |
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| ISSN: | 1469-9362 |
| Enthält: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617670802289494 |
