TY - JOUR
T1 - Does classic school curriculum contribute to morality? Integrating school curriculum with moral and intellectual education
AU - Segev, Arik
N1 - Publisher Copyright:
© 2016 Philosophy of Education Society of Australasia.
PY - 2017/1/2
Y1 - 2017/1/2
N2 - Phillip Cam recently published a study on the separation between the teaching and learning of classic school curriculum (CSC) on the one hand and morality on the other. He suggests an approach to integrate them. The goal of this article was to suggest a complementary alternative approach, to Cam’s. Based on a MacIntyrean paradigm, I argue that seeing the CSC (such as math, biology, literature and history) as ‘practices’ would also enable that integration. This approach differs from the one proposed by Cam, since it preserves the structure of the CSC. Nevertheless, I will demonstrate how this approach leads to a number of changes in the formation, teaching and learning of school curriculum. As background, I will briefly describe R.S. Peters’ attempt to find an internal justification for the teaching and learning of school curriculum and point to some weaknesses it contains. My proposal can be understood as deriving from the same principle, of another famous educational initiative, Mortimer Adler’s ‘Great Book Project’. Toward the end of the article, I will demonstrate why Adler’s project differs from mine, and why it does not meet the goal of integrating learning school curriculum with moral education.
AB - Phillip Cam recently published a study on the separation between the teaching and learning of classic school curriculum (CSC) on the one hand and morality on the other. He suggests an approach to integrate them. The goal of this article was to suggest a complementary alternative approach, to Cam’s. Based on a MacIntyrean paradigm, I argue that seeing the CSC (such as math, biology, literature and history) as ‘practices’ would also enable that integration. This approach differs from the one proposed by Cam, since it preserves the structure of the CSC. Nevertheless, I will demonstrate how this approach leads to a number of changes in the formation, teaching and learning of school curriculum. As background, I will briefly describe R.S. Peters’ attempt to find an internal justification for the teaching and learning of school curriculum and point to some weaknesses it contains. My proposal can be understood as deriving from the same principle, of another famous educational initiative, Mortimer Adler’s ‘Great Book Project’. Toward the end of the article, I will demonstrate why Adler’s project differs from mine, and why it does not meet the goal of integrating learning school curriculum with moral education.
KW - Alasdair MacIntyre
KW - School curriculum
KW - liberalism
KW - morality
KW - philosophy
UR - http://www.scopus.com/inward/record.url?scp=84979021242&partnerID=8YFLogxK
U2 - 10.1080/00131857.2016.1194736
DO - 10.1080/00131857.2016.1194736
M3 - Article
AN - SCOPUS:84979021242
SN - 0013-1857
VL - 49
SP - 89
EP - 98
JO - Educational Philosophy and Theory
JF - Educational Philosophy and Theory
IS - 1
ER -