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| Content Provider | Springer Nature Link |
|---|---|
| Author | Maxwell, Bruce Reichenbach, Roland |
| Copyright Year | 2006 |
| Abstract | This paper presents a praxiological analysis of three everyday educational practices or strategies that can be considered as being directed at the moral formation of the emotions. The first consists in requests to imagine other's emotional reactions. The second comprises requests to imitate normative emotional reactions and the third to re-appraise the features of a situation that are relevant to an emotional response. The interest of these categories is not just that they help to organize and recognize the significance of what might otherwise appear to be a disparate set of ordinary moral-educational interactions between children and educators. We suggest, further, that this analysis provides some new insight into what distinguishes the broad and recurrent conceptions of moral education from one another. Rather than being straightforwardly reducible to intractable differences over core normative or meta-ethical questions they can also be seen as correlating with different suppositions about the central role of the emotions in moral life and, correspondingly, different but to a large degree compatible interpretations of what the "education of the moral emotions" primarily means. |
| Starting Page | 147 |
| Ending Page | 163 |
| Page Count | 17 |
| File Format | |
| ISSN | 00393746 |
| Journal | Studies in Philosophy and Education |
| Volume Number | 26 |
| Issue Number | 2 |
| e-ISSN | 1573191X |
| Language | English |
| Publisher | Kluwer Academic Publishers |
| Publisher Date | 2006-12-12 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Conceptions of moral education Ethics Emotions Emotional regulation Moral education Education (general) Assessment, Testing and Evaluation Philosophy of Education |
| Content Type | Text |
| Resource Type | Article |
| Subject | Philosophy Education |
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