Another Brick in the Wall?: Moral Education, Social Learning, and Moral Progress
Many believe that moral education can cause moral progress. At first glance, this makes sense. A major goal of moral education is the improvement of the moral beliefs, values and behaviors of young people. Most would also consider all of these improvements to be important instances of moral progress...
| Subtitles: | "Moral Psychology and the Goals of Moral Education. Issue Editors: Peter Königs, Gregor Hochstetter" |
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| Authors: | ; |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Springer Science + Business Media B. V
2024
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| In: |
Ethical theory and moral practice
Year: 2024, Volume: 27, Issue: 1, Pages: 25-40 |
| Further subjects: | B
Content bias
B Moral Progress B Computer Simulation B Prestige bias B Social Learning B Moral Education |
| Online Access: |
Volltext (kostenfrei) |
| Summary: | Many believe that moral education can cause moral progress. At first glance, this makes sense. A major goal of moral education is the improvement of the moral beliefs, values and behaviors of young people. Most would also consider all of these improvements to be important instances of moral progress. Moreover, moral education is a form of social learning, and there are good reasons to think that social learning processes shape episodes of progressive moral change. Despite this, we argue that instead of being a cause of moral change, the main effect of moral education is often to provide stability or continuity. In addition, we will argue that even when the conditions are right for moral education to contribute to moral change, it is far from clear that the resulting changes will always, or even most of the time, end up being progressive. |
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| ISSN: | 1572-8447 |
| Contains: | Enthalten in: Ethical theory and moral practice
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| Persistent identifiers: | DOI: 10.1007/s10677-022-10351-3 |