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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.

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This article originally appeared as NSSE Yearbook Vol 112. No. 1.

Cite This Article as: Teachers College Record Volume 115 Number 13, 2013, p. 1-7
https://www.tcrecord.org ID Number: 18312, Date Accessed: 9/27/2021 12:25:17 PM

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About the Author
  • 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.
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