Moral Education from the Perspective of Virtue Ethics (in Polish)

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Published: Dec 20, 2015
DOI: https://doi.org/10.13153/diam.46.2015.839
Keywords:
virtue ethics, moral education, virtue, moral dilemma, Aristotle, Kohlberg, Killpatrick

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Natasza Szutta
University of Gdańsk

Abstract

Compared to other approaches, it is virtue ethics that puts greatest emphasis on moral education. This results from its focus on moral agent and his or her moral condition as the main object of ethical enquiry. The aim of this paper is to outline the moral education within the framework of virtue ethics. I intend to explain how such education embraces the cognitive (acquiring moral beliefs), affective (proper harmonization of emotions), and behavioral elements. In the first part of the article, I present the concept of ethical virtue to contrast it with certain misunderstandings which might lead to unnecessary fear of introducing the category of virtue into moral education. In the second part, I respond to various objections raised against virtue ethics, the most important being the objection of indoctrination and undermining autonomy of the educated. Another objection to which I pay special attention is the objection that there is no one catalogue of virtues but many different catalogues praised by different cultures, which especially poses a problem in multicultural societies. I am also trying to show the advantages of virtue education over other, nondirective approaches to moral education.

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“Moral Education from the Perspective of Virtue Ethics (in Polish)”. 2015. Diametros, no. 46 (December): 111-33. https://doi.org/10.13153/diam.46.2015.839.
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No. 46 (2015)
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Author Biography

Natasza Szutta, University of Gdańsk

Natasza Szutta, Ph.D
Faculty of Social Sciences
University of Gdańsk
E-mail: wnsnsz@univ.gda.pl

How to Cite

“Moral Education from the Perspective of Virtue Ethics (in Polish)”. 2015. Diametros, no. 46 (December): 111-33. https://doi.org/10.13153/diam.46.2015.839.
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