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  • 1
    Electronic Resource
    Electronic Resource
    Educational Rights in Multicultural Democracies (1995)
    Oxford, UK : Blackwell Publishing Ltd
    Journal of philosophy of education 29 (1995), S. 0 
    Details
    ISSN: 1467-9752
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education , Philosophy
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-9752.1995.tb00360.x
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    Rational Autonomy, Morality and Education (1993)
    Oxford, UK : Blackwell Publishing Ltd
    Journal of philosophy of education 27 (1993), S. 0 
    Details
    ISSN: 1467-9752
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education , Philosophy
    Notes: Some traditional assumptions regarding rational autonomy are examined and criticised. The exclusion of subjective considerations from autonomous choice is shown to be unjustified, as are attempts to identlfji autonomy with morally desirable conduct. Unexpected implications of these conclusions for education and certain other social institutions are also indicated.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-9752.1993.tb00298.x
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    Paper (German National Licenses)
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  • 3
    Electronic Resource
    Electronic Resource
    The Ambiguities of Education for Active Citizenship (1992)
    Oxford, UK : Blackwell Publishing Ltd
    Journal of philosophy of education 26 (1992), S. 0 
    Details
    ISSN: 1467-9752
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education , Philosophy
    Notes: A notion of Education for Active Citizenship is identified in the pronouncements of certain politically influential individuals. Key elements in this are seen to include action, the citizen, appreciating the benefits of democracy and freedom, respect for the rule of law, a due balance between rights and duties, participation and service to the community. These are shown to be systematically ambiguous, simultaneously capable of evoking critical, independent-minded, socially effective citizens and docile conforming subjects. Clarification is held to be a necessary precondition of translating the ideal of citizenship into specific curricular goals.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-9752.1992.tb00262.x
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    Paper (German National Licenses)
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  • 4
    Electronic Resource
    Electronic Resource
    The Diversity of Moral Education (2000)
    Oxford, UK and Boston, USA : Blackwell Publishers Ltd.
    Journal of philosophy of education 34 (2000), S. 0 
    Details
    ISSN: 1467-9752
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education , Philosophy
    Notes: Moral education is complex: its major issues are not resolvable in terms of contests between rival ethical theories. Five tasks of moral education are identified: dealing with blatant misdemeanours, developing virtues, developing skill in moral reasoning, teaching to care and enabling individuals to choose a worthwhile way of life. These are mutually irreducible in terms of their justification and capable of irreconcilable conflict in practice. Moral education must recognise such conflicts and the consequent inevitability of wrongdoing in human life as well as the need for humility this implies. The position argued for is inconsistent with, and does not imply, moral relativism.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/1467-9752.00200
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    Paper (German National Licenses)
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  • 5
    Electronic Resource
    Electronic Resource
    Family Values and the Value of the Family (1994)
    Oxford, UK : Blackwell Publishing Ltd
    Journal of philosophy of education 28 (1994), S. 0 
    Details
    ISSN: 1467-9752
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education , Philosophy
    Notes: So-called family values and their part in education are considered. ‘Traditional’‘modern’ and ‘deviant’ patterns of family relationships are discussed and the moral superiority of the first is questioned. The single life without family involvement is also proposed as a possibly fulfilling mode of existence in its own right.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/j.1467-9752.1994.tb00314.x
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    Paper (German National Licenses)
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  • 6
    Electronic Resource
    Electronic Resource
    Being Good and Living Well: Three Attempts to Resolve an Ambiguity (1999)
    Oxford, UK and Boston, USA : Blackwell Publishers Ltd.
    Journal of philosophy of education 33 (1999), S. 0 
    Details
    ISSN: 1467-9752
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education , Philosophy
    Notes: The dichotomy between virtue and self-interest or pleasure is held to face modern moral educators with a conflict between the interest of society and that of their pupils, as well as presenting obvious motivational difficulties. Three possibilities for mitigating this conflict are offered. First, it is argued that virtue is an essential constituent of our well-being insofar as even undetected wickedness isolates us from others. Second, young people, alienated by the negative nature of conventional morality, may respond positively to certain moral appeals in a way that is fulfilling and life-enhancing. Third, it is argued that moral education which emphasises the rights of young people themselves alongside those of others would be both more reputable and more effective than that based on the opposition between virtue and self-interest or pleasure.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/1467-9752.00137
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    Paper (German National Licenses)
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  • 7
    Electronic Resource
    Electronic Resource
    Is There Spirituality? Can It Be Part Of Education? (2002)
    Oxford, UK and Boston, USA : Blackwell Publishers Ltd.
    Journal of philosophy of education 36 (2002), S. 0 
    Details
    ISSN: 1467-9752
    Source: Blackwell Publishing Journal Backfiles 1879-2005
    Topics: Education , Philosophy
    Notes: Note is taken of the requirement (expressed in the British Educational Reform Act 1988 and other documents) that the curriculum should contribute to the spiritual development of pupils in the school and of society. Declining to reject the term as vacuous, the paper explores various suggested meanings: induction into a particular religion, consideration of fundamental questions, a sense of self, certain largely inexpressible states of mind, and pupils' non–material well–being. All of these, with the possible exception of the first in the context of a multicultural public educational system, are shown to have some possible validity, subject to the need for further explication. Sincere concern with any profound notion of spiritual development is, however, held to be difficult to reconcile with current officially sanctioned conceptions of education.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1111/1467-9752.00267
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    Paper (German National Licenses)
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