Book contents
- Moral Education in the 21st Century
- Moral Education in the 21st Century
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Chapter 1 Why Does Moral Education Matter in the 21st Century?
- Part I Historical Insights for Contemporary Moral Education
- Chapter 2 Plato’s Significance for Moral Education
- Chapter 3 Neo-Aristotelianism and Moral Education
- Chapter 4 Neoskepticism and Moral Education
- Chapter 5 Nietzsche and Moral Education
- Chapter 6 Neo-Kantianism and Moral Education
- Part II New Approaches to Moral Education
- Part III Responses to Contemporary Moral Problems
- Index
- References
Chapter 3 - Neo-Aristotelianism and Moral Education
from Part I - Historical Insights for Contemporary Moral Education
Published online by Cambridge University Press: 01 June 2023
Book contents
- Moral Education in the 21st Century
- Moral Education in the 21st Century
- Copyright page
- Contents
- Contributors
- Acknowledgments
- Chapter 1 Why Does Moral Education Matter in the 21st Century?
- Part I Historical Insights for Contemporary Moral Education
- Chapter 2 Plato’s Significance for Moral Education
- Chapter 3 Neo-Aristotelianism and Moral Education
- Chapter 4 Neoskepticism and Moral Education
- Chapter 5 Nietzsche and Moral Education
- Chapter 6 Neo-Kantianism and Moral Education
- Part II New Approaches to Moral Education
- Part III Responses to Contemporary Moral Problems
- Index
- References
Summary
In this chapter, I outline Aristotle’s theory of moral education and the central role friendships can play in the cultivation of virtue in students. I pay special attention to what are referred to as friendships of virtue, or perfect friendships, or character friendships. I examine the necessary connection Aristotle sees between virtue and a flourishing life, as well as how Aristotle believes virtue is developed in human beings. Then, I discuss the way friendships can contribute to the virtue-formation process. Finally, after examining Aristotle’s theory of friendship I discuss the implications of his theory for contemporary educational settings, and I make a case for how educators might encourage moral growth in their students by helping them develop the right kinds of friends.
- Type
- Chapter
- Information
- Moral Education in the 21st Century , pp. 25 - 48Publisher: Cambridge University PressPrint publication year: 2023
References
Aldridge, D. (2013). Three epiphanic fragments; Education and the essay in memory. Educational Philosophy and Theory, 46(5), 512–526.CrossRefGoogle Scholar
Brewer, T. (2005). Virtues we can share: Friendship and Aristotelian ethical theory. Ethics, 115(4), 721–758.CrossRefGoogle Scholar
Gary, K., & Chambers, D. (2021). Cultivating moral epiphanies. Educational Theory, 71 (93), 371–388.CrossRefGoogle Scholar
Healy, M. (2011). Should we take the friendships of children seriously? Journal of Moral Education, 40(4), 441–456.CrossRefGoogle Scholar
Healy, M. (2017). Should children have best friends? Studies in Philosophy and Education, 36(2), 183–195.CrossRefGoogle Scholar
Hoyos-Valdés, D. (2018). The notion of character friendship and the cultivation of virtue. The Journal of the Theory of Social Behavior, 48(1), 66–82.CrossRefGoogle Scholar
Jonas, M. (2015). Education for epiphany: The case of Plato’s Lysis. Educational Theory, 65(1), 39–51.CrossRefGoogle Scholar
Jonas, M. (2016). Plato’s anti-Kohlbergian program for moral education. Journal of Philosophy of Education, 50(2), 205–216.Google Scholar
Jonas, M. (2018). Plato on dialogue as a method for cultivating the virtues. In Harrison, T. & Walker, D. (Eds.), The theory and practice of virtue education (pp. 85–97). London: Routledge.CrossRefGoogle Scholar
Jonas, M., & Nakazawa, Y. (2021). A Platonic theory of moral education: Cultivating virtue in contemporary democratic classrooms. London: Routledge.Google Scholar
Kristjánsson, K. (2005). Can we teach justified anger? Journal of Philosophy of Education, 39(4), 671–689.CrossRefGoogle Scholar
Kristjánsson, K. (2006a). Emulation and the use of role models in moral education. Journal of Moral Education, 35(1), 37–49.CrossRefGoogle Scholar
Kristjánsson, K. (2006b) Habituated reason: Aristotle and the “paradox of moral education.” Theory and Research in Education, 4(1), 101–122.Google Scholar
Kristjánsson, K. (2014a). On the old saw that dialogue is a Socratic but not an Aristotelian method of moral education. Educational Theory, 64(4), 333–348.Google Scholar
Kristjánsson, K. (2014b). There is something about Aristotle: The pros and cons of Aristotelianism in contemporary moral education. Journal of Philosophy of Education, 48 (1), 48–68.CrossRefGoogle Scholar
Kristjánsson, K. (2014c). Undoing bad upbringing through contemplation: An Aristotelian reconstruction. Journal of Moral Education, 43(4), 468–483.Google Scholar
Kristjánsson, K. (2016). Aristotle, emotions and education character education. London: Routledge.Google Scholar
Kristjánsson, K. (2020b). Aristotelian character friendship as a “method” of moral education. Studies in Philosophy and Education, 39(4), 349–364.Google Scholar
Sanderse, W. (2011). Review essay of Kristján Kristjánsson’s “Justifying emotions: Pride and jealousy,” “Justice and desert-based emotions,” “Aristotle, emotions, and education” and ‘The self and its emotions.” Theory and Research in Education, 9, 185–196.Google Scholar
Sanderse, W. (2012). Character education: A neo-aristotelian approach to the philosophy, psychology and education of virtue. Delft, Netherlands: Eburon.Google Scholar
Sanderse, W. (2013). The meaning of role modeling in moral and character education. Journal of Moral Education, 42(1), 28–42.Google Scholar
Sanderse, W. (2015). An Aristotelian model of moral development. Journal of Philosophy of Education, 49(3), 382–398.CrossRefGoogle Scholar
Sanderse, W. (2016). Aristotelian action research: Its value for studying character education in schools. Educational Action Research, 24(4), 446–459.Google Scholar
Sanderse, W. (2019). Does neo-Aristotelian character education maintain the educational status quo? Lessons from the 19th-century Bildung tradition. Ethics and Education, 14(4), 399–414.Google Scholar
Sanderse, W. (2020). Does Aristotle believe that habituation is only for children? Journal of Moral Education, 49(1), 98–110.Google Scholar
Waghid, Y. (2008). Democratic citizenship, education and friendship revisited: In defense of democratic justice. Studies in Philosophy and Education, 27(2–3), 197–206.Google Scholar
White, P. (1990). Friendship and education. Journal of Philosophy of Education, 24(1), 81–91.Google Scholar
Yacek, D. (2020). Should anger be encouraged in the classroom? Political education, close-mindedness and civic epiphany. Educational Theory, 69(4), 421–437.Google Scholar
Yacek, D. (2021). The transformative classroom: Philosophical foundations and practical applications. London: Routledge.Google Scholar
Yacek, D., & Gary, K. (2020). Transformative experience and epiphany in education. Theory and Research in Education, 18(2), 217–237.Google Scholar
Yacek, D., & Ijaz, K. (2020). Education as transformation: Formalism, moralism and the substantivist alternative. Journal of Philosophy of Education, 54(1), 124–145.Google Scholar
Yaden, D. B., & Newberg, A. B. (2015). Road to Damascus moments: Calling experiences as prospective epiphanies. In Yaden, D. B., McCall, T., & Ellens, J. H. (Eds.), Being called: Secular, scientific and sacred perspectives (pp. 27–44). Santa Barbara, CA: Praeger.Google Scholar
- 1
- Cited by