By Robert J. Starratt
The writer argues for a lot larger recognition to moral schooling and responds to sceptics who say that it cannot be performed within the face of a pluralistic secular society badly fragmented over values. looking continually for topics and concerns that unite instead of divide, the writer presents a conceptual starting place for moral schooling vast adequate for construction consensus between academics and fogeys, but targeted adequate to supply suggestions for hugely particular studying actions. the second one half the booklet takes the reader via a delicately devised sequence of steps in which a college group could continue in construction their moral tuition. the ultimate bankruptcy reminds of the various problems to be met alongside the way in which, yet bargains encouragement to bolster the get to the bottom of of the college group. The publication concludes with precious appendices: the 1st offers precise info on exiting tasks already underway in moral schooling, the second one deals an annotated bibliography of books and essays that are on hand for these educators who desire or are looking to learn extra concerning moral schooling.
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Additional info for Building An Ethical School: A Practical Response To The Moral Crisis In Schools
Beneath the specific actions performed at a specific moment in time, we can point to consistent or habitual tendencies to tell the truth, to respect each person for who they are, to be fair and objective. Beneath these tendencies toward specific virtues, we can recognize larger human qualities which form a foundation, so to speak, for these specific virtues and indeed for a whole life of ethical living. As one moves away from specific actions or choices towards these more basic, predispositional ethical qualities, one moves away from ethical disputes about what is the ethical thing to do in this specific instance, toward greater agreement that these general qualities are indeed foundational dispositions for ethical living.
They can live in their private cocoon without any sense of responsibility to that ‘outside’ world, without any sense of people suffering and in pain, of people who are afraid and alienated, without any sense that that world is in danger of economic or environmental collapse, without feeling needed by that world, without any sense that the multiple human gifts they possess are owed to that world. Conformity to Authority The goals to be achieved, whether academic or extra-curricular, are almost always dictated by adults in authority.
Normally that means achieving high or passing grades. That is supplemented by involvement in school activities. One achieves by making the cheerleading squad or the basketball team, or by being elected to student government (although what one is supposed to achieve once elected to student government is carefully, though ambiguously, circumscribed within certain expressive activities). Youngsters are taught to have goals, achievable goals. Achieving one’s goals usually results in an award, like a trophy, a school letter, an emblem, a pin or a hat.
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