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Moral Education : Five Lectures
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A Theory of Moral Education
Children must be taught morality. They must be taught to recognise the authority of moral standards and to understand what makes them authoritative.But there's a problem: the content and justification of morality are matters of reasonable disagreement among reasonable people.This makes it hard to see how educators can secure children's commitment to moral standards without indoctrinating them. In A Theory of Moral Education, Michael Hand tackles this problem head on.He sets out to show that moral education can and should be fully rational.It is true that many moral standards and justificatory theories are controversial, and educators have an obligation to teach these nondirectively, with the aim of enabling children to form their own considered views.But reasonable moral disagreement does not go all the way down: some basic moral standards are robustly justified, and these should be taught directively, with the aim of bringing children to recognise and understand their authority. This is an original and important contribution to the philosophy of moral education, which lays a new theoretical foundation for the urgent practical task of teaching right from wrong.
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Living Together : Inventing Moral Science
Is moral philosophy more foundational than political theory?It is often assumed to be. David Schmidtz argues that the reverse is true: the question of how to live in a community is more fundamental than questions about how to live.This book questions whether we are getting to the foundations of human morality when we ignore contingent features of communities in which political animals live. Schmidtz disputes the idea that reflection on how to live needs to begin with timeless axioms.Rather, theorizing about how to live together should take its cue from contemporary moral philosophy's attempts to go beyond formal theory, and ask which principles have a history of demonstrably being organizing principles of actual thriving communities at their best.Ideals emerging from such research should be a distillation of social scientific insight from observable histories of successful community building.What emerges from ongoing testing in the crucible of life experience will be path-dependent in detail even if not in general outline, partly because any way of life is a response to challenges that are themselves contingent, path dependent, and in flux. Building on this view, Schmidtz argues that justice evolved as a device for grounding peace in the mutual recognition that everyone has their own life to live, and everyone has the right and the responsibility to decide for themselves what to want.Justice, he says, evolved as a device for conveying our mutual intention not to be in each other's way, and beyond that, our mutual intention to build places for ourselves as contributors to a community.Any understanding of justice should thus rely not on untestable intuitions but should instead be grounded in observable fact.
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Criminology as a Moral Science
This book proposes an explicit recognition of criminology as a moral science: a philosophically textured appreciation of the presence and role of values in people’s reasoning and motivation, set within an empirically rigorous social-scientific account.This endeavour requires input from both criminologists and philosophers, and careful dialogue between them.Criminology as a Moral Science provides such a dialogue, not least about the so-called ‘fact-value distinction’, but also about substantive topics such as guilt and shame.The book also provides philosophically-informed accounts of morality in practice in several criminological contexts: these include whistleblowing practices within a police service; the dilemmas of mothers about who and what to tell about a partner’s imprisonment; and how persistent offenders begin to try to ‘turn their lives around’ to desist from crime.The issues raised go to the heart of some currently pressing topics within criminology, notably the development of ‘evidence-based practice’, which requires some kind of stable bridge to be built between research evidence (‘facts’) and proposals for policy (‘evaluative recommendations’).
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Moral Feelings, Moral Reality, and Moral Progress
This volume presents two closely related essays by Thomas Nagel: “Gut Feelings and Moral Knowledge” and “Moral Reality and Moral Progress.” Both essays are concerned with moral epistemology and our means of access to moral truth; both are concerned with moral realism and with the resistance to subjectivist and reductionist accounts of morality; and both are concerned with the historical development of moral knowledge.The second essay also proposes an account of the historical development of moral truth, according to which it does not share the timelessness of scientific truth.This is because moral truth must be based on reasons that are accessible to the individuals to whom they apply, and such accessibility depends on historical developments.The result is that only some advances in moral knowledge are discoveries of what has been true all along.
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Moral Education in the 21st Century
Moral education is an enduring concern for societies committed to the value of justice and the wellbeing of children.What kind of moral guidance do young people need to navigate the social world today?Which theories, perspectives, values, and ideals are best suited for the task?This volume offers educators insight into both the challenges and promises of moral education from a variety of ethical perspectives.It introduces and analyses several important developments in ethics and moral psychology and discusses how some key moral problems can be addressed in contemporary classrooms.In doing so, Moral Education in the 21st Century helps readers develop a deeper understanding of the complexities of helping young people grow into moral agents and ethical people.As such, researchers, students, and professionals in the fields of moral education, moral psychology, moral philosophy, ethics, educational theory, and philosophy of education will benefit from this volume.
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Moral Minefields : How Sociologists Debate Good Science
An analysis of the effects of moral debates on sociological research. Few academic disciplines are as contentious as sociology.Sociologists routinely turn on their peers with fierce criticisms not only of their empirical rigor and theoretical clarity but of their character as well.Yet despite the controversy, scholars manage to engage in thorny debates without being censured.How? In Moral Minefields, Shai M. Dromi and Samuel D. Stabler consider five recent controversial topics in sociology—race and genetics, secularization theory, methodological nationalism, the culture of poverty, and parenting practices—to reveal how moral debates affect the field.Sociologists, they show, tend to respond to moral criticism of scholarly work in one of three ways.While some accept and endorse the criticism, others work out new ways to address these topics that can transcend the criticism, while still others build on the debates to form new, more morally acceptable research. Moral Minefields addresses one of the most prominent questions in contemporary sociological theory: how can sociology contribute to the development of a virtuous society?Rather than suggesting that sociologists adopt a clear paradigm that can guide their research toward neatly defined moral aims, Dromi and Stabler argue that sociologists already largely possess and employ the repertoires to address questions of moral virtue in their research.The conversation thus is moved away from attempts to theorize the moral goods sociologists should support and toward questions about how sociologists manage the plurality of moral positions that present themselves in their studies.Moral diversity within sociology, they show, fosters disciplinary progress.
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Value Sensitive Design : Shaping Technology with Moral Imagination
Using our moral and technical imaginations to create responsible innovations: theory, method, and applications for value sensitive design. Implantable medical devices and human dignity. Private and secure access to information. Engineering projects that transform the Earth. Multigenerational information systems for international justice.How should designers, engineers, architects, policy makers, and others design such technology?Who should be involved and what values are implicated?In Value Sensitive Design, Batya Friedman and David Hendry describe how both moral and technical imagination can be brought to bear on the design of technology.With value sensitive design, under development for more than two decades, Friedman and Hendry bring together theory, methods, and applications for a design process that engages human values at every stage. After presenting the theoretical foundations of value sensitive design, which lead to a deep rethinking of technical design, Friedman and Hendry explain seventeen methods, including stakeholder analysis, value scenarios, and multilifespan timelines.Following this, experts from ten application domains report on value sensitive design practice.Finally, Friedman and Hendry explore such open questions as the need for deeper investigation of indirect stakeholders and further method development. This definitive account of the state of the art in value sensitive design is an essential resource for designers and researchers working in academia and industry, students in design and computer science, and anyone working at the intersection of technology and society.
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