This book demonstrates how pervasive moral thought can be in educational thought and practice. By analyzing research on the moral and intellectual qualities in curriculum, as well as the integration of personhood and citizenship development in classroom work, this book demonstrates the primacy of the moral in various educational settings. With an additional emphasis on morality as it pertains to teaching as a vocation, Moral Thought in Educational Practice examines the objectives of teacher education and offers an account of moral purposes within the knowledge base for teaching.
Table of Contents
Part I: The Moral Framework of Educational Thought and Practice
1. The Primacy of Moral Thought in Educational Practice.
2. Public Knowledge and its Virtues.
3. Personal Knowledge and Its Virtues.
Part II: Teaching and Educational Purposes
4. Educational Purpose and Models of Teaching.
5. Dispositions and Character: The Model of the Teacher as Moral Professional.
6. Freedom and Authority in Teaching.
Part III: Moral Matters in Education Policy: Parents and Bringing Up Children
7. Parents and Choice of School.
8. Partnerships and Institutions
9. How Should We Bring up our Children?
Hugh T. Sockett is Professor of Education working in the Schar School of Policy and Government. His PhD is in Philosophy of Education from the University of London.