Abstract
Eğitim felsefesinin en merkezi sorunlarından birinin değer kavramıyla
ilişkili olduğu büyük ölçüde kabul görür. Hem değer kavramı, hem de eğitimin
değer çatışmalarının çözümünde ne ölçüde etkili olabileceğine ilişkin çağdaş
tartışmaların iki temel soru çevresinde dolaştığı görülmektedir. Birincisi: Genel
olarak evrensel çevre ve özellikle de insani çevreye karşı sorumlu, ama aynı zamanda kişisel
açıdan mutlu bir yaşam sürmek nasıl olanaklı olur? İkincisi. Bu çerçevede, eğitim, iyi
yaşamak ile iyi biri olmak arasında bir uzlaşım geliştirmemize hangi biçimlerde yardımcı
olabilir? Bu çalışmada duyguların eğitimi olarak özetlenen yaklaşımın sözü edilen
sorunsalı aşmak açısından ümit verici olduğu savunulacaktır. Bu amaçla, Deweyci
bir ‘yeğlenebilir alışkanlık biçimlendirme’ yaklaşımının ayrıntılandırılması ve
savunusu yapılmakta, ayrıca bu yaklaşıma yöneltilebilecek itirazlar da gözden
geçirilmektedir.
Keywords
References
- Ben-ze’ev, A. (1997) “Emotions and Morality”, The Journal Value Inquiry 31: p. 195-212.
- Brabeck, M & Gorman, M. (1086) Emotions and Morality, in Psychological Foundations of Moral Education and Character Development: An Integrated Theory of Moral Theory, Ed. Richard T. Knowles & George F. McLean, University Press of America, p. 91-103.
- Dewey, J. (1909) Moral Principles in Education, Southers Illinois University Press, p. 52
- Dewey, J. (1922) Human Nature and Conduct, Southern Illinois University Press, p. x
- Dewey, J. (1974) Three prefaces to books by Alexnder in : E. Maisel. (Ed.) The Resurrection of the Body: the writings of F. Mathias Alexander, Newyork Delta Books, pp.169
- Etzioni, A. (1993) Character building and moral conduct: The Spirit of Community, New York: Crown.
- Haydon, G. (1993) Education and The Crisis in Values: Should we be philosophical about it?, Papers from The Institute of Education, the Tufnell Press, p. 1
- MacIntyre, A. (1981) After Virtue, Duckworth, p. 191
- Oakley, J. (1992) Morality and the Emotions, Routledge, p. 38.
- Peters, R.S. (1981) Moral development and moral education: a plea for pluralsim, London: Allen & Unwin.
- Rice, S. (1996) “Dewey’s Conception of “Virtue” and Its Implications for Moral Education”, Educational Theory, Summer 1996, Vol. 46, No. 3, p. 269
- Richard S. Lazarus (1991) Emotions and Health, Oxford University Press, p. 406.
- Rorty, R. (1999) The Philosophy of Social Hope, Penguin, p. 118.
- Haydon, G. (1999) Values, Virtues and Violence: Education and the Public Understanding of Morality, Blackwell, p. 19.
Abstract
It is widely accepted that one of the most crucial issues in philosophy
of education is related to the concept of value. The contemporary debates on the
concept of value and the power of education to deal with value conflicts revolve
around two basic questions. First: How can I live personally flourishing life with a
responsibility for the universe in general and others in particular? Second: In what ways
can education help us find a common ground between living well and being morally good?
It is argued in this piece of work that education of emotions can be reconsidered
as a promising remedy for this dilemma. A Deweyian account of desirable habit
formation is elaborated, endorsed and defended, yet possible objections to the
account is taken into consideration:
References
- Ben-ze’ev, A. (1997) “Emotions and Morality”, The Journal Value Inquiry 31: p. 195-212.
- Brabeck, M & Gorman, M. (1086) Emotions and Morality, in Psychological Foundations of Moral Education and Character Development: An Integrated Theory of Moral Theory, Ed. Richard T. Knowles & George F. McLean, University Press of America, p. 91-103.
- Dewey, J. (1909) Moral Principles in Education, Southers Illinois University Press, p. 52
- Dewey, J. (1922) Human Nature and Conduct, Southern Illinois University Press, p. x
- Dewey, J. (1974) Three prefaces to books by Alexnder in : E. Maisel. (Ed.) The Resurrection of the Body: the writings of F. Mathias Alexander, Newyork Delta Books, pp.169
- Etzioni, A. (1993) Character building and moral conduct: The Spirit of Community, New York: Crown.
- Haydon, G. (1993) Education and The Crisis in Values: Should we be philosophical about it?, Papers from The Institute of Education, the Tufnell Press, p. 1
- MacIntyre, A. (1981) After Virtue, Duckworth, p. 191
- Oakley, J. (1992) Morality and the Emotions, Routledge, p. 38.
- Peters, R.S. (1981) Moral development and moral education: a plea for pluralsim, London: Allen & Unwin.
- Rice, S. (1996) “Dewey’s Conception of “Virtue” and Its Implications for Moral Education”, Educational Theory, Summer 1996, Vol. 46, No. 3, p. 269
- Richard S. Lazarus (1991) Emotions and Health, Oxford University Press, p. 406.
- Rorty, R. (1999) The Philosophy of Social Hope, Penguin, p. 118.
- Haydon, G. (1999) Values, Virtues and Violence: Education and the Public Understanding of Morality, Blackwell, p. 19.
Details
| Journal Section | Makaleler |
|---|---|
| Authors | |
| Publication Date | April 30, 2017 |
| Published in Issue | Year 2017 Issue: 2 - 2017 |