Education and the public understanding of morality
The theme 'the public understanding of morality' is introduced through a comparison with the idea of the public understanding of science. The argument proper starts in Part I with an overview of diversity of values in contemporary society. It is argued that it is important for education to promote the understanding of this diversity, but that this does not preclude an attempt at the same time to promote a shared understanding of morality. Consideration of the work of the 'National Forum for Values in Education and the Community' is used to show a way of narrowing down the whole field of values to a particular conception of morality. Part 11 looks further into this idea of 'morality in the narrow sense' and considers what kind of language - one of norms or one of virtues - is appropriate for articulating it. The discussion is made more concrete by reference to attitudes to violence. It is concluded that while both kinds of language are important, a language of norms has a certain priority in the articulation of morality in the narrow sense. Part III defends the idea of a morality of norms against some recent criticisms, and considers the public, including the educational, role of moral norms. Part IV tries
Haydon, Graham
Ethics; Perceptions
Education and the public understanding of morality. The theme 'the public understanding of morality' is introduced through a comparison with the idea of the public understanding of science. The argument proper starts in Part I with an overview of diversity of values in contemporary society. It is argued that it is important for education to promote the understanding of this diversity, but that this does not preclude an attempt at the same time to promote a shared understanding of morality. Consideration of the work of the 'National Forum for Values in Education and the Community' is used to show a way of narrowing down the whole field of values to a particular conception of morality. Part 11 looks further into this idea of 'morality in the narrow sense' and considers what kind of language - one of norms or one of virtues - is appropriate for articulating it. The discussion is made more concrete by reference to attitudes to violence. It is concluded that while both kinds of language are important, a language of norms has a certain priority in the articulation of morality in the narrow sense. Part III defends the idea of a morality of norms against some recent criticisms, and considers the public, including the educational, role of moral norms. Part IV tries
education public morality theme the public morality introduced comparison idea public science argument proper start part overview diversity value contemporary_society argue important education promote diversity preclude attempt time promote share morality consideration work national forum values education community use show_way whole field value particular conception morality part_look idea morality narrow sense considers kind language norms appropriate articulate discussion make concrete reference attitude violence concluded kind language important language norm certain priority articulation morality narrow sense part_iii defend idea morality norm recent criticism considers public include educational role moral norm part try