|
|
|
Introduction
by Hugh Sockett & Robert R. Boostrom - 2013
Putting the word moral in the title of this volume carries some risk, because moral is an unusually slippery as well as powerfully evocative word. For some, it is a grim and proper word, suggesting the constraint of a moralistic or rule-bound view of life, summed up in a narrow compendium of “thou shalt not’s.” For others, it is a sacred word that implies (as it did for many of the early supporters of the common school in the US) the necessary superiority of Christianity over any other view of life. For others, it is a nostalgic word, calling to mind a better day and bringing an invitation to lament the decline of civility or the corruption of the social order.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
| This article originally appeared as NSSE Yearbook Vol 112. No. 1. |
|
|
|
|
- Hugh Sockett
George Mason University
HUGH SOCKETT is professor of education in the Department of Public and International Affairs at George Mason University. He was Dean of Education at the University of East Anglia before coming to Mason where he directed the Institute for Educational Transformation for seven years. He has published widely on the central place of the moral in teaching as an activity, notably in his recent book Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions.
- Robert Boostrom
University of Southern Indiana
ROBERT BOOSTROM is a Professor at the University of Southern Indiana where he teaches courses in the philosophy and history of education. He is the author of Thinking: The Foundation of Critical and Creative Learning in the Classroom (Teachers College Press). Recent work appears in Teaching with Reverence: Reviving an Ancient Virtue for Today’s Schools (Palgrave Macmillan). Since 1997, he has been an associate editor of the Journal of Curriculum Studies.
|
|
|
|
|
Email this article
Print this article
Post a Comment
