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Cited by 2Values and Moral EducationEducation, Philosophy, and SocietyPhilosophical Ethics and Theory

Philosophy, casuistry, and moral development

Fullinwider, Robert K.·2010·Theory and Research in Education
DOI 10.1177/1477878510368625
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Abstract

Moral educators have little to learn from the moral theories in which philosophers routinely trade. These theories — including those by Slote, Hume, and Kant — leave behind the concrete world in which the moral educator labors. As interesting as they may be, they merely devise alternative routes to the same destination — to the main general features of morality as we know it. It is not so much these general features but the particular forms of moral life under which children and their tutors live that give specificity to duties and rights, content to virtues, and shape to purpose. To navigate successfully through this stuff of moral life, the developing youth needs not only a good heart but a casuistical temper.

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Crossref · 10.1177/1477878510368625

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Authors
Fullinwider, R. K.
Affiliations
George Washington University (US)
Corresponding author
Fullinwider, Robert K.
Venue
Theory and Research in Education
Publisher
SAGE Publications
Published
2010-07
Volume
8
Issue
2
Pages
173-185
ISSN
  • 1477-8785 (ISSN-L)
  • 1741-3192
DOI
10.1177/1477878510368625
OpenAlex
W2170288417
Cited by
2
References
10
Citations by year
2024: 1 · 2014: 1
FWCI
0.00
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Theory and Research in Education (publishedVersion)
Topics
  • Social Sciences › Education › Values and Moral Education
  • Social Sciences › Arts and Humanities › Philosophy › Education, Philosophy, and Society
  • Social Sciences › Arts and Humanities › Philosophy › Philosophical Ethics and Theory
Keywords
moral development, casuistry, ethics, moral education, moral theory, virtue, rights and obligations, David Hume, Immanuel Kant

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