As moral educators we are more used to teaching others and researching their learning and moral development than reflecting on and writing formally about our own moral learning. We are not just professionals with an interest and supposedly some expertise in morality and education, we also have gendered and culturally differentiated personal and professional lives, in which there are moral issues, puzzles, and conflicts. We are situated in diverse political and institutional contexts whilst participating in an interdisciplinary professional field and interacting in an increasingly globalised world. How do we integrate the personal, professional and political in our moral learning? In this book celebrating the Journal of Moral Education’s 40th anniversary, 15 invited contributors, at different stages in their careers, from a range of disciplinary and cultural backgrounds, and from around the world, offer their academic, analytical and autobiographical reflections. Through their stories, narratives, analyses, questions and concerns, and across many diverse topics central to moral education, we see how they each confront their own moral learning—personally, professionally, and politically. This book offers insights from formative experiences and ongoing issues and challenges to suggest how all educators might take more account of the interrelation of the personal, professional and political in moral teaching and learning.
This book was originally published as a special issue of the Journal of Moral Education.
Table of Contents
1. Integrating the personal, professional and political: moral learning in editing the JME 2. Why are we involved in human rights and moral education? Educators as constructors of our own history 3. Troubled memories and fractured identities: reflections on moral development 4. ‘Doing God’ in ethics and education: a play in five acts 5. Triadic moral learning and disability awareness 6. Learning to leave liberalism… and live with complicity, conundrum and moral chagrin 7. Is moral education working? Extracts from the diary of a twenty-first century moral educator 8. Private feelings, public expressions: professional jealousy and the moral practice of teaching 9. The complexity of moral learning: diversity, deprovincialisation and privilege 10. Discovering commitment and dialogue with culture 11. Learning to be a good parent across cultural and generational boundaries 12. Changing ideological-political orientations in Chinese moral education: some personal and professional reflections 13. Dancing up a spiral staircase: learning how best practices and policies intertwine lifelong moral evelopment with education 14. Being turned inside out: researching youth, morality and restitution from the Global South 15. Future horizons: moral learning and the socially embedded synaptic self
Monica J. Taylor had a career at the National Foundation for Educational Research in England and Wales (1971-2002), was Editor of the Journal of Moral Education (1976-2011), and is currently a Research Associate at the Institute of Education, University of London, UK. She has published widely on moral, values and citizenship education, race and ethnicity and has been active in establishing moral education networks nationally and internationally.