Motivational Aspects of Moral Learning and Progress

Autor/in	Curren, Randall
Titel	Motivational Aspects of Moral Learning and Progress
Quelle	In: Journal of Moral Education, 43 (2014) 4, S.484-499 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2014.935306
Schlagwörter	Moral Values; Moral Development; Social Environment; Beliefs; Motivation; Correlation; Habituation; Ethics; Guidelines; Self Determination; Theories; Teaching Methods + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Moralische Entwicklung; Soziales Umfeld; Belief; Glaube; psychologische; Motivation (psychologisch); Korrelation; Ethik; Richtlinien; Selbstbestimmung; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article addresses a puzzle about moral learning concerning its social context and the potential for moral progress: Won't the social context of moral learning shape moral perceptions, beliefs, and motivation in ways that will inevitably "limit" moral cognition, motivation, and progress? It addresses the relationships between habituation and moral reasoning in Aristotelian moral education, and assesses Julia Annas's attempt to defend the possibility of moral progress within a virtue ethical framework. Focusing on the motivational core of the puzzle, the article argues that Self-determination Theory (SDT) provides resources for better understanding how moral progress is possible and how moral education can facilitate such progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10