英语论文网

比较孔子与柏拉图教育管理思想
An Evaluation of Kohlberg’s and Macintyre’s Approach to Moral Education
Content outline
I. Introduction英语论文范文Lawrence Kohlberg’s contribution to the issue of moral development
II. The approach to moral education from the socio philosophical point of view of Alasdair Macintyre’s
III. Kohlberg’s and Macintyre’s approaches to a scenario about virtuous behaviour and justice
IV. A critical analysis of Kohlberg’s approach
V. A critical analysis of Macintyre’s approach
VI. Conclusion

I. Introduction
Educators, philosophers, psychologists, religious leaders and even politicians along with layman have discussed, argued, debated and exhausted the issue of moral education. I am fully aware of this dilemma therefore it my intention to investigate mainly the approaches of Lawrence Kohlberg and Alasdair Macintyre, to see how each of these philosophers would deal with a complex scenario pertaining to moral education, that may be faced by educators at some point. Macintyre in his interpretation of Aristotle’s term phronesis which is concerned with “reasoning from moral values to moral prescription” indicates that because of moral social and cultural differences, “there can be no value free or neutral resolution to moral dilemmas, controversies and problems” (Car, 2003, P81). The communitarian interpretation of Aristotle’s virtue ethics even went as far as indicating that “there can be no cross-cultural conception of moral education” therefore children of different cultures should be taught in different schools according to their beliefs (Carr, 2003, p 81) this is of course impossible if you live in a small community where access to school is restricted to very few choices, making it necessary to attempt to cater to a variety of needs.

I am going to take the stance that it is impossible to be in a position of authority and influence in a classroom setting, and not transmit some values either directly or indirectly. In modern societies moral education or a class about ethical values is an automatic turn off for most young people. Many times a pupil’s reaction to the value being taught is resistive or negative because of the natural rebellious nature of teenagers, and the potential inappropriateness of the lesson to them. Ethical values need not to be taught as a separate class because the values presented in class may often be perceived as being detached from reality, thus reducing the effectiveness of the lesson. It would be more constructive to use a classroom situation that has occurred naturally, to encourage students to think critically about their values, therefore enabling them to approach greater moral enlightenment. In this light it is necessary to alert teachers about the importance of non intrusive moral stimulation to enable them to impart the most constructive guidance that will enable students to search within themselves to find answers to their moral dilemmas.

Teachers are inevitably involved moral in education on a daily basis and many of them who are aware of it are very apprehensive about this prospect. There are also some teachers, who are unaware of their role n shaping the minds of young people when they give instructions, “make evaluations of children’s behaviour and direct children’s relations in the classroom”(Kohlberg, 1981, p6) . the propose this paper is to take a critical look a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。