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What is moral about teaching? A phil...

Sanger, Matthew Newhall.

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What is moral about teaching? A philosophical inquiry into the morally salient features of teaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What is moral about teaching? A philosophical inquiry into the morally salient features of teaching./
作者:	Sanger, Matthew Newhall.
面頁冊數:	201 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0439.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3079523

What is moral about teaching? A philosophical inquiry into the morally salient features of teaching.
Sanger, Matthew Newhall.

What is moral about teaching? A philosophical inquiry into the morally salient features of teaching. - 201 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0439.

Thesis (Ph.D.)--University of Michigan, 2003.

Education has long been understood as a moral as well as intellectual endeavor. The last several decades have been particularly rich in producing a literature on moral education. This literature is both programmatic and scholarly in nature, yet unfortunately attends little to the conceptual and theoretical resources available in the field of ethics and moral philosophy, as well as its own theoretical underpinnings. These failures impoverish the work in moral education by confusing readers as to just what the moral features of teaching are, in what sense they are “moral,” how moral messages are conveyed by teachers, and how they might be understood and discussed by practitioners, teacher educators and researchers of teaching.Subjects--Topical Terms:

783746
Education, Philosophy of.

What is moral about teaching? A philosophical inquiry into the morally salient features of teaching.
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245 1 0 $a What is moral about teaching? A philosophical inquiry into the morally salient features of teaching.
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500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0439.
500 $a Chair: Gary D. Fenstermacher.
502 $a Thesis (Ph.D.)--University of Michigan, 2003.
520 $a Education has long been understood as a moral as well as intellectual endeavor. The last several decades have been particularly rich in producing a literature on moral education. This literature is both programmatic and scholarly in nature, yet unfortunately attends little to the conceptual and theoretical resources available in the field of ethics and moral philosophy, as well as its own theoretical underpinnings. These failures impoverish the work in moral education by confusing readers as to just what the moral features of teaching are, in what sense they are “moral,” how moral messages are conveyed by teachers, and how they might be understood and discussed by practitioners, teacher educators and researchers of teaching.
520 $a Using philosophical analysis and argumentation, this dissertation demonstrates the implications of not attending to these theoretical issues, by examining the nature of morality, and what it would take to develop a comprehensive and sound understanding of how morality is manifest in teaching practice. In doing so, a theoretically descriptive approach to inquiring into the moral features of teaching is developed. Following this approach, a framework that describes a wide range of the moral characteristics of our lives is presented, and is used to identify three importantly different ways in which a given feature of teaching might be considered moral in nature. That is, this dissertation presents a perspective, and a set of theoretical resources for assisting educators to understand what is moral about teaching.
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