Reasonable Plurality and Moral Education. New Perspectives on Old Paradoxes.

This article faces an old paradox of moral education: the apparently logical impossibility of choosing the transmission of agreed-upon values and the autonomous exercise of reason. The author takes an epistemological position in which human learning is considered the result of an interaction of...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autor principal: Salmerón Castro, Ana María
Formato: Online
Lenguaje:spa
eng
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2000
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/14
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
id redie-article-14
record_format ojs
spelling redie-article-142017-04-19T01:09:27Z Reasonable Plurality and Moral Education. New Perspectives on Old Paradoxes. Pluralidad razonable y educación moral. Nuevas perspectivas sobre viejas paradojas. Salmerón Castro, Ana María Moral education moral development philosophy of education values education. Educación moral desarrollo moral filosofía de la educación enseñanza de valores This article faces an old paradox of moral education: the apparently logical impossibility of choosing the transmission of agreed-upon values and the autonomous exercise of reason. The author takes an epistemological position in which human learning is considered the result of an interaction of individual developmental processes and the acquisition of knowledge. She assumes knowledge as a category subjected to criteria of truth, and this, as preceded by an agreement concerning values. She states that transmission of the community consensus is not only inevitable, but is essential to the development of the autonomous deliberative game and to the exercise of critical intelligence as well. However, she warns us against a possible danger: the mere transmission of accepted principles and values may place moral education under a heterogeneous direction of conduct. Educators should, by all means, avoid such a risk. She suggests seeking a reasonable plurality as a means of transmitting agreed-upon values. The notion of reasonable plurality derives from a feature assigned to John Rawls’ concept of “overlapping consensus”. Este artículo encara una vieja paradoja de la educación moral: la aparente imposibilidad lógica entre elegir la transmisión de valores consensuados, e impulsar el ejercicio autónomo de la razón. La autora se sitúa en una postura que entiende al aprendizaje humano como el resultado de la interacción entre procesos individuales de desarrollo y adquisiciones de conocimiento; asume al conocimiento como una categoría sujeta a criterios de verdad, y a éstos como precedidos de acuerdos valorativos. La transmisión de ciertos consensos comunitarios, sostiene, no sólo es inevitable, sino básica para el desarrollo del juego deliberativo autónomo y el ejercicio de la inteligencia crítica. La autora advierte, sin embargo, que la mera transmisión de principios y valores aprobados supone el riesgo de conformar la educación moral sobre una dirección heterónoma de la conducta y que evitar tal riesgo es una tarea ineludible de los educadores. Propone, para ello, acudir a una forma de "pluralidad razonable" que John Rawls asigna a su concepto de "consenso traslapado". REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2000-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/14 Revista Electrónica de Investigación Educativa; Vol. 2 No. 1 (2000) Revista Electrónica de Investigación Educativa; Vol. 2 Núm. 1 (2000) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/14/1139 https://redie.uabc.mx/index.php/redie/article/view/14/23 https://redie.uabc.mx/index.php/redie/article/view/14/1259 https://redie.uabc.mx/index.php/redie/article/view/14/25 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Salmerón Castro, Ana María
spellingShingle Salmerón Castro, Ana María
Reasonable Plurality and Moral Education. New Perspectives on Old Paradoxes.
author_facet Salmerón Castro, Ana María
author_sort Salmerón Castro, Ana María
title Reasonable Plurality and Moral Education. New Perspectives on Old Paradoxes.
title_short Reasonable Plurality and Moral Education. New Perspectives on Old Paradoxes.
title_full Reasonable Plurality and Moral Education. New Perspectives on Old Paradoxes.
title_fullStr Reasonable Plurality and Moral Education. New Perspectives on Old Paradoxes.
title_full_unstemmed Reasonable Plurality and Moral Education. New Perspectives on Old Paradoxes.
title_sort reasonable plurality and moral education. new perspectives on old paradoxes.
description This article faces an old paradox of moral education: the apparently logical impossibility of choosing the transmission of agreed-upon values and the autonomous exercise of reason. The author takes an epistemological position in which human learning is considered the result of an interaction of individual developmental processes and the acquisition of knowledge. She assumes knowledge as a category subjected to criteria of truth, and this, as preceded by an agreement concerning values. She states that transmission of the community consensus is not only inevitable, but is essential to the development of the autonomous deliberative game and to the exercise of critical intelligence as well. However, she warns us against a possible danger: the mere transmission of accepted principles and values may place moral education under a heterogeneous direction of conduct. Educators should, by all means, avoid such a risk. She suggests seeking a reasonable plurality as a means of transmitting agreed-upon values. The notion of reasonable plurality derives from a feature assigned to John Rawls’ concept of “overlapping consensus”.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2000
url https://redie.uabc.mx/index.php/redie/article/view/14
_version_ 1715723494094798848