Research Article
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Year 2017, , 269 - 278, 15.07.2017
https://doi.org/10.12973/eu-jer.6.3.269

Abstract

References

  • Arendt, H. (1958). The Human Condition. Chicago: University of Chicago Press.
  • Aristotle (2011). Nicomachean Ethics. Trans. R.C. Bartlett, & Collins, S. D. Chicago: University of Chicago Press.
  • Battistich, V. , Watson, M., Solomon, D., Schaps, E., & Solomon, J. (1991). The Child Development Project: A comprehensive program for the development of prosocial character. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development: Vol 3. Application (pp. 1-34). New York: Lawrence Erlbaum.
  • Berkowitz, M. W. (2011). Understanding effective character education. The Center for Spiritual and Ethical Education. CSEE Connections. Retrieved http://www.character.org/wp-ontent/uploads/2011/12/Understanding-EffectiveCharacter-Education.pdf (ver. 25.06.2017).
  • Bruner, J.S. (1990). Acts of meanings. Cambridge: Harvard University Press.
  • Carr, D. (2007a). Moralized psychology or psychologized morality? Ethics and psychology in recent theorizing about moral and character education. Educational theory, 57(4), pp 389-402.
  • Carr, D.(2007b). Character in Teaching. British Journal of Educational Studies, 55(4), 369-389.
  • Colby, A., & Kohlberg, L. (1987). The measurement of moral judgment. Vol 1: Theoretical foundations and research validation. New York: Cambridge University Press.
  • Coles, R. (1986). The moral life of children. New York: Atlantic Monthly Press.
  • Copeland, M. (2005). Socratic Circles. Portland, Maine: Stenhouse Publishers.
  • Damon, W. (1988). The moral child. New York: The Free Press.
  • Gilligan, C. (1982). In A Different Voice, Cambridge, Massachusetts: Harvard University Press.
  • Greene, J.D., Sommerville, R.B., Nystrom, L.E., Darley, J.M., & Cohen, J.D. (2001). An fMRI study of emotional engagement in moral judgment. Science, 293, 2105–2108.
  • Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108, 814–834.
  • Haidt, J. (2007). The new synthesis in moral psychology. Science, 316, 998–1002.
  • Haidt, J., & Graham, J. (2007). When morality opposes justice: Conservatives have moral intuitions that liberals may not recognize. Social Justice Research, 20, 98–116.
  • Heidegger, M. (1996). Being and time. Trans. J. Stambaug. Albany, NY: State of New York University Press. (Original work published 1927).
  • Held, V. (2006). The Ethics of Care. New York: Oxford University Press.
  • Howard, R. W., Berkowitz, M. W., & Schaeffer, E. (2004). Politics of character education. Educational Policy, 18(1), 188-215.
  • Killen, M., & Smetana, J. (2008). Moral judgment and moral neuroscience: Intersections, definitions, and issues. Child Developmental Perspectives, 2, 1–6.
  • Killen, M., & Smetana, J. (2010). Future directions: social development in the context of social justice. Social Development, 19, 642–657.
  • Kittay, E. (1999). Love’s labor. Essays on Women, Equality, and Dependency. New York and London: Routledge.
  • Kittay, E. (2002). When Caring is Just and Justice is Caring: Justice and Mental Retardation (pp. 257-276). In E.F. Kittay & E.K. Feder (Eds.). The Subject of Care. Boston: Rowman & Littlefield Publishers.
  • Kohlberg, L. (1981). Essays on moral development, Vol. I: The philosophy of moral development. San Francisco: Harper & Row.
  • Kohlberg, L. (1984) Essays in moral development, Vol. II: The psychology of moral development. San Francisco: Harper and Row.
  • Kristjánsson, K. (2007). Aristotle, Emotions, and Education. Aldershot: Ashgate.
  • Kristjánsson, K. (2015). Aristotelian character education. London; New York: Routledge.
  • Lévinas, E. (2000). Entre nous. Essays on Thinking-of-the-Other. Trans. M.B. Smith, & B. Harshav. New York: Columbia University Press (Original work published 1991).
  • Lickona, T. (1978). Helping teachers become moral educators. Theory into Practice, 17(3), 258-266.
  • Lickona, T. (1993). The return of character education. Educational Leadership, 51(3), 6-11.
  • Lickona, T. (1997). The teacher's role in character education. The Journal of Education, 179(2), pp. 63-80.
  • Mayeroff, M. (1990). On Caring, New York: Harper Collina Publishers.
  • McIntyre, A. (1981). After virtue. Notre Dame, IN: University of Notre Dame Press.
  • Mortari, L. (2006). La pratica dell’aver cura. Milano: Bruno Mondadori.
  • Mortari, L. (2007). Cultura della ricerca e pedagogia. Roma: Carocci.
  • Mortari, L. (2013). Aver cura della vita della mente. Roma: Carocci.
  • Mortari, L. (2015). Filosofia della cura. Milano: Raffaello Cortina.
  • Mortari, L., & Mazzoni V. (2014). Le virtù a scuola. Questioni e pratiche di educazione etica. Verona: Cortina.
  • Mortari, L., & Saiani, L. (Eds.) (2014). Gestures and thoughts of caring. New York-Boston: McGraw-Hill Education.
  • Nancy, J.L. (2000). Being Singular Plural. Trans. R. Richardson & A. O’Byrne. Stanford (CA): Stanford University Press (Original work published 1990).
  • Noddings, N. (1984). Caring. Berkeley: University of California Press.
  • Noddings, N. (2002). Starting at home. Caring and Social Policy. Berkeley- Los Angeles: University of California Press.
  • Nucci, L. (1981). The development of personal concepts: a domain distinct from moral and social concepts. Child Development, 52, 114–121.
  • Nucci, L., & Narvaez, D. (Eds.) (2008), Handbook of moral development and character education. Oxford, UK: Routledge.
  • Nucci, L., & Nucci, M. (1982). Children’s social interactions in the context of moral and conventional transgressions. Child Development, 53, 403–412.
  • Pellegrino, E.D., & Thomasma, D.C. (1993). The virtues in medical practice. New York: Oxford University Press.
  • Peters, R.S. (1963). Reason and Habit: The Paradox of Moral Education. in W.R. Niblett (Ed), Moral Education in a Changing Society. London: Faber and Faber.
  • Plato (1871). The dialogue of Plato. Trans. B. Jowett. Oxford: Clarendon press.
  • Power, F. C., Higgins, A., & Kohlberg, L. (1989). Lawrence Kohlberg's Approach to Moral Education. New York: Columbia University Press.
  • Pulcini, E. (2009). La cura del mondo. Torino: Bollati Boringhieri.
  • Ricoeur (1984, 1986, 1988). Time and Narrative. 3 vols. Trans. K. Blamey, & D. Pellauer. Chicago: University of Chicago Press (Original work published 1983, 1984, 1985).
  • Ricoeur, P. (1990). Ethique et morale. Revue de l’Institut catholique de Paris, 34, avril-juin, 131-142.
  • Ricoeur, P. (1992). Oneself as Another. Trans. Blamey, K.; Chicago: University of Chicago Press, (Original work published 1990).
  • Schneewind, J.B. (1990) The misfortunes of virtues. Ethics, 1, 42-63.
  • Sichel, B. (1988). Moral Education: Character, Community, and Ideals. Philadelphia: Temple University Press.
  • Smetana, J. (1995). Morality in context: abstractions, ambiguities, and applications. In R. Vasta (Ed.), Annals of child development (Vol. 10; pp. 83–139). London: Jessica Kingsley.
  • Smetana, J. (2006). Social-cognitive domain theory: consistencies and variations in children’s moral and social judgments. In M. Killen, & J. Smetana (Eds.), Handbook of moral development (pp. 119–153). Mahwah, NJ: Erbaum.
  • Solomon, D. , Watson, M., Battistich, V., Schaps, E., & Delucchi, K. (1992). Creating a caring community: Educational practices that promote children's prosocial development. In F K. Oser, A. Disk, & J.-L. Patry (Eds.), Effective and responsible teaching: The new synthesis. San Francisco: Jossey-Bass.
  • Stott, K., & Jackson, A. (2005). Using service learning to achieve middle school comprehensive guidance goals. Professional School Counseling, 9(2), 156-159.
  • Tarozzi, M., & Mortari, L. (2010). Phenomenology and human science research today. Bucharest: Zeta Books.
  • Tronto, J. (1993). Moral boundaries: a political argument for an ethic of care. New York: Routledge.
  • Turiel, E. (1998). The development of morality. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology. Vol. 3: Social, emotional, and personality development (pp. 863–932). New York: John Wiley.
  • Turiel, E. (2002). The culture of morality: Social development, context, and conflict. Cambridge: Cambridge University Press.
  • Turiel, E. (2010). Domain specificity in social interactions, social thought, and social development. Child Development, 81, 720–726.
  • Watson, M. , Solomon, D., Battistich, V., Schaps, E., & Solomon, J. (1989). The Child Development Project: Combining traditional and developmental approaches to values education. In L. Nucci (Ed.), Moral development and character education: A dialogue (pp. 51-92). Berkeley, CA: McCutchan.

The “MelArete” Project: Educating children to the Ethics of Virtue and of Care

Year 2017, , 269 - 278, 15.07.2017
https://doi.org/10.12973/eu-jer.6.3.269

Abstract

The educative project MelArete proposes an interpretation of ethical education: a form of Education to Virtue Ethics in the light of the philosophy of care. Starting from the ontological assumption that care is prime in life and without it the human being cannot flourish in his/her humanity, the project is based on an interpretation of the pedagogy of care. Since the practice of care reveals to have an ethical core and that core is made of ways of being-with-the-others, the pedagogical theory of MelArete states that in order to develop a project that is in relationship with the core of life we must educate to care. Therefore, educating to care means educating to virtues. On this basis MelArete proposes activities with the aim to guide children’s attention to the concepts of care and virtues. MelArete has its many references in Plato and Aristotle; besides it assumes the distinction of Ricoeur between ethics and morality. In Plato/Socrates (Alcibiades I) ethics is an educational action that allows the others to thrive in their own existential capabilities; moreover, in Aristotle’s (Nicomachean Ethics) ethics searches for eudaimonia, a good quality of life.In our educational project with children, the educative methods are the following: conversations (promoting intersubjective thought), narratives (reading and writing stories about virtues), vignettes and games (stimulating ethical thinking through a playful language) and the “diary of virtues” (promoting a reflecting culture of virtues in everyday life). In this paper we present the theoretical background of the project and a summary of the pedagogical approach and application which we are testing in our research

References

  • Arendt, H. (1958). The Human Condition. Chicago: University of Chicago Press.
  • Aristotle (2011). Nicomachean Ethics. Trans. R.C. Bartlett, & Collins, S. D. Chicago: University of Chicago Press.
  • Battistich, V. , Watson, M., Solomon, D., Schaps, E., & Solomon, J. (1991). The Child Development Project: A comprehensive program for the development of prosocial character. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development: Vol 3. Application (pp. 1-34). New York: Lawrence Erlbaum.
  • Berkowitz, M. W. (2011). Understanding effective character education. The Center for Spiritual and Ethical Education. CSEE Connections. Retrieved http://www.character.org/wp-ontent/uploads/2011/12/Understanding-EffectiveCharacter-Education.pdf (ver. 25.06.2017).
  • Bruner, J.S. (1990). Acts of meanings. Cambridge: Harvard University Press.
  • Carr, D. (2007a). Moralized psychology or psychologized morality? Ethics and psychology in recent theorizing about moral and character education. Educational theory, 57(4), pp 389-402.
  • Carr, D.(2007b). Character in Teaching. British Journal of Educational Studies, 55(4), 369-389.
  • Colby, A., & Kohlberg, L. (1987). The measurement of moral judgment. Vol 1: Theoretical foundations and research validation. New York: Cambridge University Press.
  • Coles, R. (1986). The moral life of children. New York: Atlantic Monthly Press.
  • Copeland, M. (2005). Socratic Circles. Portland, Maine: Stenhouse Publishers.
  • Damon, W. (1988). The moral child. New York: The Free Press.
  • Gilligan, C. (1982). In A Different Voice, Cambridge, Massachusetts: Harvard University Press.
  • Greene, J.D., Sommerville, R.B., Nystrom, L.E., Darley, J.M., & Cohen, J.D. (2001). An fMRI study of emotional engagement in moral judgment. Science, 293, 2105–2108.
  • Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgment. Psychological Review, 108, 814–834.
  • Haidt, J. (2007). The new synthesis in moral psychology. Science, 316, 998–1002.
  • Haidt, J., & Graham, J. (2007). When morality opposes justice: Conservatives have moral intuitions that liberals may not recognize. Social Justice Research, 20, 98–116.
  • Heidegger, M. (1996). Being and time. Trans. J. Stambaug. Albany, NY: State of New York University Press. (Original work published 1927).
  • Held, V. (2006). The Ethics of Care. New York: Oxford University Press.
  • Howard, R. W., Berkowitz, M. W., & Schaeffer, E. (2004). Politics of character education. Educational Policy, 18(1), 188-215.
  • Killen, M., & Smetana, J. (2008). Moral judgment and moral neuroscience: Intersections, definitions, and issues. Child Developmental Perspectives, 2, 1–6.
  • Killen, M., & Smetana, J. (2010). Future directions: social development in the context of social justice. Social Development, 19, 642–657.
  • Kittay, E. (1999). Love’s labor. Essays on Women, Equality, and Dependency. New York and London: Routledge.
  • Kittay, E. (2002). When Caring is Just and Justice is Caring: Justice and Mental Retardation (pp. 257-276). In E.F. Kittay & E.K. Feder (Eds.). The Subject of Care. Boston: Rowman & Littlefield Publishers.
  • Kohlberg, L. (1981). Essays on moral development, Vol. I: The philosophy of moral development. San Francisco: Harper & Row.
  • Kohlberg, L. (1984) Essays in moral development, Vol. II: The psychology of moral development. San Francisco: Harper and Row.
  • Kristjánsson, K. (2007). Aristotle, Emotions, and Education. Aldershot: Ashgate.
  • Kristjánsson, K. (2015). Aristotelian character education. London; New York: Routledge.
  • Lévinas, E. (2000). Entre nous. Essays on Thinking-of-the-Other. Trans. M.B. Smith, & B. Harshav. New York: Columbia University Press (Original work published 1991).
  • Lickona, T. (1978). Helping teachers become moral educators. Theory into Practice, 17(3), 258-266.
  • Lickona, T. (1993). The return of character education. Educational Leadership, 51(3), 6-11.
  • Lickona, T. (1997). The teacher's role in character education. The Journal of Education, 179(2), pp. 63-80.
  • Mayeroff, M. (1990). On Caring, New York: Harper Collina Publishers.
  • McIntyre, A. (1981). After virtue. Notre Dame, IN: University of Notre Dame Press.
  • Mortari, L. (2006). La pratica dell’aver cura. Milano: Bruno Mondadori.
  • Mortari, L. (2007). Cultura della ricerca e pedagogia. Roma: Carocci.
  • Mortari, L. (2013). Aver cura della vita della mente. Roma: Carocci.
  • Mortari, L. (2015). Filosofia della cura. Milano: Raffaello Cortina.
  • Mortari, L., & Mazzoni V. (2014). Le virtù a scuola. Questioni e pratiche di educazione etica. Verona: Cortina.
  • Mortari, L., & Saiani, L. (Eds.) (2014). Gestures and thoughts of caring. New York-Boston: McGraw-Hill Education.
  • Nancy, J.L. (2000). Being Singular Plural. Trans. R. Richardson & A. O’Byrne. Stanford (CA): Stanford University Press (Original work published 1990).
  • Noddings, N. (1984). Caring. Berkeley: University of California Press.
  • Noddings, N. (2002). Starting at home. Caring and Social Policy. Berkeley- Los Angeles: University of California Press.
  • Nucci, L. (1981). The development of personal concepts: a domain distinct from moral and social concepts. Child Development, 52, 114–121.
  • Nucci, L., & Narvaez, D. (Eds.) (2008), Handbook of moral development and character education. Oxford, UK: Routledge.
  • Nucci, L., & Nucci, M. (1982). Children’s social interactions in the context of moral and conventional transgressions. Child Development, 53, 403–412.
  • Pellegrino, E.D., & Thomasma, D.C. (1993). The virtues in medical practice. New York: Oxford University Press.
  • Peters, R.S. (1963). Reason and Habit: The Paradox of Moral Education. in W.R. Niblett (Ed), Moral Education in a Changing Society. London: Faber and Faber.
  • Plato (1871). The dialogue of Plato. Trans. B. Jowett. Oxford: Clarendon press.
  • Power, F. C., Higgins, A., & Kohlberg, L. (1989). Lawrence Kohlberg's Approach to Moral Education. New York: Columbia University Press.
  • Pulcini, E. (2009). La cura del mondo. Torino: Bollati Boringhieri.
  • Ricoeur (1984, 1986, 1988). Time and Narrative. 3 vols. Trans. K. Blamey, & D. Pellauer. Chicago: University of Chicago Press (Original work published 1983, 1984, 1985).
  • Ricoeur, P. (1990). Ethique et morale. Revue de l’Institut catholique de Paris, 34, avril-juin, 131-142.
  • Ricoeur, P. (1992). Oneself as Another. Trans. Blamey, K.; Chicago: University of Chicago Press, (Original work published 1990).
  • Schneewind, J.B. (1990) The misfortunes of virtues. Ethics, 1, 42-63.
  • Sichel, B. (1988). Moral Education: Character, Community, and Ideals. Philadelphia: Temple University Press.
  • Smetana, J. (1995). Morality in context: abstractions, ambiguities, and applications. In R. Vasta (Ed.), Annals of child development (Vol. 10; pp. 83–139). London: Jessica Kingsley.
  • Smetana, J. (2006). Social-cognitive domain theory: consistencies and variations in children’s moral and social judgments. In M. Killen, & J. Smetana (Eds.), Handbook of moral development (pp. 119–153). Mahwah, NJ: Erbaum.
  • Solomon, D. , Watson, M., Battistich, V., Schaps, E., & Delucchi, K. (1992). Creating a caring community: Educational practices that promote children's prosocial development. In F K. Oser, A. Disk, & J.-L. Patry (Eds.), Effective and responsible teaching: The new synthesis. San Francisco: Jossey-Bass.
  • Stott, K., & Jackson, A. (2005). Using service learning to achieve middle school comprehensive guidance goals. Professional School Counseling, 9(2), 156-159.
  • Tarozzi, M., & Mortari, L. (2010). Phenomenology and human science research today. Bucharest: Zeta Books.
  • Tronto, J. (1993). Moral boundaries: a political argument for an ethic of care. New York: Routledge.
  • Turiel, E. (1998). The development of morality. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology. Vol. 3: Social, emotional, and personality development (pp. 863–932). New York: John Wiley.
  • Turiel, E. (2002). The culture of morality: Social development, context, and conflict. Cambridge: Cambridge University Press.
  • Turiel, E. (2010). Domain specificity in social interactions, social thought, and social development. Child Development, 81, 720–726.
  • Watson, M. , Solomon, D., Battistich, V., Schaps, E., & Solomon, J. (1989). The Child Development Project: Combining traditional and developmental approaches to values education. In L. Nucci (Ed.), Moral development and character education: A dialogue (pp. 51-92). Berkeley, CA: McCutchan.
There are 65 citations in total.

Details

Primary Language English
Subjects Studies on Education
Other ID JA62ET94YD
Journal Section Research Article
Authors

Luigina Mortari This is me

Marco Ubbiali This is me

Publication Date July 15, 2017
Published in Issue Year 2017

Cite

APA Mortari, L., & Ubbiali, M. (2017). The “MelArete” Project: Educating children to the Ethics of Virtue and of Care. European Journal of Educational Research, 6(3), 269-278. https://doi.org/10.12973/eu-jer.6.3.269
AMA Mortari L, Ubbiali M. The “MelArete” Project: Educating children to the Ethics of Virtue and of Care. eujer. July 2017;6(3):269-278. doi:10.12973/eu-jer.6.3.269
Chicago Mortari, Luigina, and Marco Ubbiali. “The ‘MelArete’ Project: Educating Children to the Ethics of Virtue and of Care”. European Journal of Educational Research 6, no. 3 (July 2017): 269-78. https://doi.org/10.12973/eu-jer.6.3.269.
EndNote Mortari L, Ubbiali M (July 1, 2017) The “MelArete” Project: Educating children to the Ethics of Virtue and of Care. European Journal of Educational Research 6 3 269–278.
IEEE L. Mortari and M. Ubbiali, “The ‘MelArete’ Project: Educating children to the Ethics of Virtue and of Care”, eujer, vol. 6, no. 3, pp. 269–278, 2017, doi: 10.12973/eu-jer.6.3.269.
ISNAD Mortari, Luigina - Ubbiali, Marco. “The ‘MelArete’ Project: Educating Children to the Ethics of Virtue and of Care”. European Journal of Educational Research 6/3 (July 2017), 269-278. https://doi.org/10.12973/eu-jer.6.3.269.
JAMA Mortari L, Ubbiali M. The “MelArete” Project: Educating children to the Ethics of Virtue and of Care. eujer. 2017;6:269–278.
MLA Mortari, Luigina and Marco Ubbiali. “The ‘MelArete’ Project: Educating Children to the Ethics of Virtue and of Care”. European Journal of Educational Research, vol. 6, no. 3, 2017, pp. 269-78, doi:10.12973/eu-jer.6.3.269.
Vancouver Mortari L, Ubbiali M. The “MelArete” Project: Educating children to the Ethics of Virtue and of Care. eujer. 2017;6(3):269-78.