Can we teach morality without influencing the worldview of students?
The central question in this article is whether teaching morality necessarily means paying attention to 'worldview'. We investigate a conceptual and a justificatory relationship between these two. A distinction is made between organised and personal worldview and between narrow and broad m...
| Auteurs: | ; ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Springer
[2015]
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| Dans: |
Journal of Religious Education
Année: 2015, Volume: 63, Numéro: 2/3, Pages: 79-93 |
| RelBib Classification: | NCA Éthique VA Philosophie ZF Pédagogie |
| Sujets non-standardisés: | B
Narrow morality
B Broad morality B Organised worldview B Personal worldview B Relationship worldview and morality |
| Accès en ligne: |
Accès probablement gratuit Volltext (Resolving-System) |
| Résumé: | The central question in this article is whether teaching morality necessarily means paying attention to 'worldview'. We investigate a conceptual and a justificatory relationship between these two. A distinction is made between organised and personal worldview and between narrow and broad morality. Some schools want to avoid influence on the students' views based on organised worldviews they adhere to. This is not always possible. The article explains why. It demonstrates that that when one teaches broad morality, attention is paid to the personal worldview of students. Finally, the article discusses the implications of our analysis for reflections on education. |
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| ISSN: | 2199-4625 |
| Contient: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-016-0022-4 |