Moral education has been the focal point of discussions in different philosophies of education from past to present. Analytic philosophy of education has also brought a different perspective to the discussions thereby positioning moral education at the center of general education. In this article, the views of Richard Stanley Peters, who is an analytically oriented philosopher, on moral development and moral education have been analyzed using the content analysis method. Analytic philosophers of education, who adopt conceptual and logical analysis as a philosophical method, subject education, and related concepts to detailed analysis. Peters, who is one of the pioneers of the tradition, makes a conceptual analysis of education on the one hand and morality on the other, and thus he tries to clarify the meaning of terms such as good, right, virtue that may be related to the moral domain, as well as to distinguish between the forms of teaching that are valid in the domain of morality and those that are not, thereby setting criteria for education. He builds his understanding of moral education in a critical dialectic through the theories which were developed by cognitive-developmentalists such as Piaget and Kohlberg and presents a multifaceted, holistic, and comprehensive understanding of moral education. According to Peters, rationality is at the heart of the moral life. The ultimate aim of moral education is to raise moral agents who are rational and have a command of procedural principles in the context of the criteria of education. In order to realize the aim of moral education, Peters maintains a balanced path between the content and form of the moral domain. For this purpose, first of all, young children should be taught the concepts, rules and virtues that constitute the content of the moral domain through direct teaching, and then the procedural principles that constitute the form of the moral domain should be taught to students with a sophisticated teaching approach which is appropriate to the nature of education.
Ahlak eğitimi geçmişten günümüze farklı eğitim felsefesi anlayışlarında tartışmaların odak noktasını oluşturmuştur. Analitik eğitim felsefesi de ahlak eğitimini genel eğitimin merkezinde konumlandırarak tartışmalara farklı bir bakış açısı kazandırmıştır. Bu makalede analitik yönelimli bir eğitim felsefecisi olan Richard Stanley Peters’ın ahlak gelişimi ve ahlak eğitimine dair görüşleri içerik analizi yöntemi kullanılarak çözümlenmiştir. Kavramsal ve mantıksal analiz faaliyetlerini felsefi bir yöntem olarak benimseyen analitik eğitim felsefecileri, eğitim ve onunla bağlantılı kavramları detaylı bir analize tabi tutarlar. Geleneğin öncü isimlerinden olan Peters, bir yandan eğitimin diğer yandan da ahlakın kavramsal bir çözümlemesini yaparak hem ahlaki alanla ilgili olabilecek iyi, doğru, erdem gibi terimlerin ne anlam ifade ettiğini netleştirmeye çalışır hem de eğitime dair kriterler belirleyerek ahlak alanında geçerli olan öğretim biçimleriyle olmayanları birbirinden ayırmaya gayret eder. O, ahlak eğitimi anlayışını Piaget ve Kohlberg gibi bilişsel-gelişimcilerin geliştirdiği teoriler üzerinden eleştirel bir diyalektik içinde inşa ederek çok yönlü, bütüncül ve kapsamlı bir ahlak eğitimi anlayışı ortaya koyar. Peters’a göre ahlaki yaşamın merkezinde rasyonalite yer alır. Ahlak eğitiminin nihai amacı ise eğitimin kriterleri bağlamında rasyonel ve usul ilkelerine hâkim ahlaki failler yetiştirebilmektir. Ahlak eğitimindeki amacın gerçekleştirilebilmesi için Peters, ahlaki alanın içeriği ve biçimi arasında dengeli bir yol tutar. Bunun için öncelikle küçük yaştaki çocuklara ahlaki alanın içeriğini oluşturan kavram, kural ve erdemler doğrudan öğretim yoluyla öğretilmeli daha sonra ahlaki alanın biçimini oluşturan usul ilkeleri eğitimin doğasına uygun, sofistike bir öğretim anlayışıyla öğrencilere kazandırılmalıdır.
Primary Language | Turkish |
---|---|
Subjects | Sociology (Other) |
Journal Section | Research Articles |
Authors | |
Publication Date | December 30, 2023 |
Submission Date | September 28, 2023 |
Published in Issue | Year 2023 Issue: 12 |
“Journal of Social and Cultural Studies” (J-SCS) is published in Turkish and English. “Journal of Social and Cultural Studies” (J-SCS) is published only in electronic form through its website and adopts open access policy. The journal is published twice a year, in June and December. No fees are charged for publications, no fees are paid to the editors, the editorial board and the referees and their owners. It is accepted that the authors who submit articles to the contact address for publication in the journal should read and acknowledge this copyright statement.
“Journal of Social and Cultural Studies” is open to the work of all researchers who have the title “PhD” or “PhD student”. It is not obligatory that the second, third and fourth authors of the article have the title “PhD” or “PhD student”. An article should has been written by max. four authors. The articles prepared in accordance with the writing rules are presented to the referee for review after they have passed the editorial review. The reviewer may ask for a correction to the article, directly refuse or accept it. For the articles declined as a result of the reviewer evaluation, a second reviewer may be requested by the author, If the editors’ board finds that the request is appropriate, the article will be sent to a second reviewer.
The articles previously published in another publication or in the evaluation stage by another publication are not accepted into “Journal of Social and Cultural Studies” publication process. All the ethical and legal responsibilities related to the published articles belong to the authors.