Education in Morality

Introduction PART I The nature of morality and moral education 1 Morality as an educational institution 2 Cross questions and crooked answers: contemporary problems of moral education PART II Rationality, society and the morally educated person 3 Moral education in a pluralist liberal democracy 4 Agency and contingency in moral development and education 5 Education for citizenship PART III Virtues, practices and the education of character 6 The demands of moral education: reasons, virtues, practices 7 How to seem virtuous without actually being so 118 8 Education in character and virtue PART IV Pluralism, postmodernism and moral education 9 Pluralism, moral imagination and moral education 10 Postmodernism and the education of character 11 Against relativism 12 The arts, morality and postmodernism PART V Moral motivation 13 ‘Behaving morally as a point of principle’: a proper aim of moral education? 14 Weakness, wants and the will

Biography

J. Mark Halstead is Reader in Moral Education at the University of Ply[1]mouth and Director of the Centre for Research into Moral, Spiritual and Cultural Understanding and Education (RIMSCUE Centre). A former school-teacher and journalist, he has written several books on values in education. Terence H. McLaughlin is University Lecturer in Education at the University of Cambridge and Fellow of St Edmund’s College Cambridge, where he is Director of Studies of Philosophy. He has written on many areas of the philosophy of education, and is currently the Vice-Chair of the Philosophy of Education Society of Great Britain.

'...a must for the library of any institution which claims to promote the serious study of Education or any individual with research or teaching interests in Moral or Values Education.' - Colin Wringe, Keele University

'This book is essential reading for anyone connected with education or related disciplines who is interested in the teaching of morality and citizenship.' - Caroline Hancock, Trinity College, Carmarthen, UK