In his book, Theory of Valuation, Dewey wrote that norms “are in no
way confined to activities to which the name ‘moral’ is applied.”1 In other
words, there is not a specific set of activities that can be considered as moral
activity. For Dewey, there is no particular “moral realm”: moral study is the
same as intelligent inquiry. According to Kestenbaum, “There is scarcely a
chapter or a page that Dewey ever wrote that does not subsume itself under the
heading of moral (‘practical’) philosophy in some more or less extended use of
the phrase.”2 Moral philosophy is a fundamental part of Dewey’s theory of
education. Dewey, like Peirce and James, held that creative imagination,
reflective thought, and action experimentation should be central features in
education. In fact, the process of moral deliberation or judgment of practice is a
core concept for Dewey’s moral education.
In this article, I shall examine Dewey’s moral deliberation. I will
argue that Dewey’s work will enrich both character education and Kohlberg’s
moral education. I focus on character education and on Kohlberg’s moral
education because these are the two dominant approaches.3 Character education
seeks to cultivate good character as the true aim of education. Kohlberg’s moral
education focuses on promoting the development of children’s moral judgment.
Character education has been criticized for didacticism and for its deemphasizing
of reflection and moral judgment. In contrast, Kohlberg’s moral
education has been criticized for its inability to cultivate the content of morality
and for ignoring moral sentiment. Both approaches have their strengths and
weaknesses. A close look into these two approaches using Dewey’s concept of
moral deliberation is an effective way to bridge the divide.
In his book, Theory of Valuation, Dewey wrote that norms “are in noway confined to activities to which the name ‘moral’ is applied.”1 In otherwords, there is not a specific set of activities that can be considered as moralactivity. For Dewey, there is no particular “moral realm”: moral study is thesame as intelligent inquiry. According to Kestenbaum, “There is scarcely achapter or a page that Dewey ever wrote that does not subsume itself under theheading of moral (‘practical’) philosophy in some more or less extended use ofthe phrase.”2 Moral philosophy is a fundamental part of Dewey’s theory ofeducation. Dewey, like Peirce and James, held that creative imagination,reflective thought, and action experimentation should be central features ineducation. In fact, the process of moral deliberation or judgment of practice is acore concept for Dewey’s moral education.In this article, I shall examine Dewey’s moral deliberation. I willargue that Dewey’s work will enrich both character education and Kohlberg’smoral education. I focus on character education and on Kohlberg’s moraleducation because these are the two dominant approaches.3 Character educationseeks to cultivate good character as the true aim of education. Kohlberg’s moraleducation focuses on promoting the development of children’s moral judgment.Character education has been criticized for didacticism and for its deemphasizingof reflection and moral judgment. In contrast, Kohlberg’s moraleducation has been criticized for its inability to cultivate the content of moralityand for ignoring moral sentiment. Both approaches have their strengths andweaknesses. A close look into these two approaches using Dewey’s concept ofmoral deliberation is an effective way to bridge the divide.
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In his book, Theory of Valuation, Dewey wrote that norms “are in no
way confined to activities to which the name ‘moral’ is applied.”1 In other
words, there is not a specific set of activities that can be considered as moral
activity. For Dewey, there is no particular “moral realm”: moral study is the
same as intelligent inquiry. According to Kestenbaum, “There is scarcely a
chapter or a page that Dewey ever wrote that does not subsume itself under the
heading of moral (‘practical’) philosophy in some more or less extended use of
the phrase.”2 Moral philosophy is a fundamental part of Dewey’s theory of
education. Dewey, like Peirce and James, held that creative imagination,
reflective thought, and action experimentation should be central features in
education. In fact, the process of moral deliberation or judgment of practice is a
core concept for Dewey’s moral education.
In this article, I shall examine Dewey’s moral deliberation. I will
argue that Dewey’s work will enrich both character education and Kohlberg’s
moral education. I focus on character education and on Kohlberg’s moral
education because these are the two dominant approaches.3 Character education
seeks to cultivate good character as the true aim of education. Kohlberg’s moral
education focuses on promoting the development of children’s moral judgment.
Character education has been criticized for didacticism and for its deemphasizing
of reflection and moral judgment. In contrast, Kohlberg’s moral
education has been criticized for its inability to cultivate the content of morality
and for ignoring moral sentiment. Both approaches have their strengths and
weaknesses. A close look into these two approaches using Dewey’s concept of
moral deliberation is an effective way to bridge the divide.
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