Habituated Reason: Aristotle and the "Paradox of Moral Education"

Autor/in	Kristjansson, Kristjan
Titel	Habituated Reason: Aristotle and the "Paradox of Moral Education"
Quelle	In: Theory and Research in Education, 4 (2006) 1, S.101-122 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878506060699
Schlagwörter	Ethical Instruction; Personal Autonomy; Critical Thinking; Cognitive Development; Moral Development; Values Education; Habit Formation; Learning Processes; Educational Philosophy + Suchen Sie Ihr Suchwort? Ethics instruction; Teaching of ethics; Ethikunterricht; Individuelle Autonomie; Kritisches Denken; Kognitive Entwicklung; Moralische Entwicklung; Werterziehung; Learning process; Lernprozess; Bildungsphilosophie; Erziehungsphilosophie
Abstract	R.S. Peters coined the term "paradox of moral education". In this article, the author identifies two subordinate paradoxes: how habituated reason is psychologically possible and how heteronomously formed autonomy is morally/politically possible and justifiable. He sketches possible Aristotelian solutions of those paradoxes and argues that for Aristotle it is essentially an empirical fact, to be further explained by natural scientists, that habituated reason develops within an individual through successful upbringing into critical reason, and a heteronomously formed self becomes capable of taking autonomous decisions. Moreover, the moral and political justification of heteronomously formed autonomy will, according to the Aristotelian model, be provided by the specifically human substantive good of "eudaimonia". (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10