Rival Conceptions of Spiritual Education

Journal of Philosophy of Education

Volumn 30, Issue 2, 1996, Pages 159-178

  Carr, David ^a  

^a HERIOT WATT UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039346470     PISSN: 03098249     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-9752.1996.tb00389.x     Document Type: Article

References (28)

1. For the basis of such proposals, see Spiritual, Moral, Social and Cultural Development: an OFSTED Discussion Paper, Office for Standards in Education, February 1994.
2. See my Towards a distinctive conception of spiritual education, Oxford Review of Education, 21(1), 1995.
3. National Curriculum Council: Spiritual and Moral Education: a Discussion Paper, April 1993.
4. I. Kant: The Critique of Pure Reason, trans. Norman Kemp Smith, London: Macmillan, 1968, Conclusion.
5. Although there are diverse cognitive and non-cognitive versions of the idea that judgement and appreciation concerning beauty and works of art are ultimately referrable to something called an 'aesthetic attitude', the main modern philosophical source and inspiration for such views is probably I. Kant: The Critique of Judgement, trans. J. C. Meredith, Oxford: Oxford University Press, 1928.
6. For celebrated critiques of non-cognitive accounts of emotion, see Errol Bedford: Emotions, Proceedings of the Aristotelian Society, LVII, 1956-1957; and Anthony Kenny: Action, Emotion and Will, London: Routledge and Kegan Paul, 1969.
7. For celebrated critiques of non-cognitive accounts of emotion, see Errol Bedford: Emotions, Proceedings of the Aristotelian Society, LVII, 1956-1957; and Anthony Kenny: Action, Emotion and Will, London: Routledge and Kegan Paul, 1969.
8. D. Hume: A Treatise of Human Nature, Harmondsworth: Penguin, 1969, especially Book II.
9. See, for example, A. Kenny, op. cit., 1969.
10. In particular the moral prescriptivism of R. M. Hare: The Language of Morals, Oxford: Oxford University Press, 1952.
11. See Peter Geach: Logic Matters, Oxford: Blackwell, 1972, Part 8.
12. For an extremely clear and insightful discussion of this vexed issue, see R. F. Dearden: What is general about general education?, in: Theory and Practice in Education, London: Routledge and Kegan Paul, 1984; also, M. Bonnett: Teacher thinking and the sanctity of content. Journal of Philosophy of Education, 29(3), 1995.
13. For an extremely clear and insightful discussion of this vexed issue, see R. F. Dearden: What is general about general education?, in: Theory and Practice in Education, London: Routledge and Kegan Paul, 1984; also, M. Bonnett: Teacher thinking and the sanctity of content. Journal of Philosophy of Education, 29(3), 1995.
14. T. Nagel: The View from Nowhere, Oxford: Oxford University Press, 1986.
15. Aristotle: op. cit., 1925, Book II, Section 1.
16. L. Kohlberg: Essays on Moral Development, Volumes I-III, New York: Harper and Row, 1981.
17. T. S. Eliot: Tradition and the individual talent, in: Frank Kermode (Ed.): Selected Prose of T. S. Eliot, London: Faber and Faber, 1975.
18. See my Knowledge and truth in religious education, Journal of Philosophy of Education 28 (2) 1994.
19. For some general observations on the literature concerning this precise issue, see John P. White: Indoctrination, in: R. S. Peters (Ed.): The Concept of Education, London: Routledge and Kegan Paul, 1967.
20. The main modern source of this point, of course, is W. V. O. Quine: From a Logical Point of View, New York: Harper and Row, 1953.
21. The modern work which is perhaps most responsible for stimulating this debate is, of course, T. S. Kuhn: The Structure of Scientific Revolutions, Chicago: University of Chicago Press, 1962.
22. See especially Alasdair MacIntyre: How to Appear Virtuous without Actually Being so, University of Lancaster: Centre for the Study of Cultural Values, 1991.
23. Aristotle: op. cit., 1925, Book II, Section 1.
24. See especially, of course, L. Wittgenstein: Philosophical Investigations, Oxford: Blackwell, 1953; and G. Ryle: The Concept of Mind, Harmondsworth: Penguin, 1963.
25. See especially, of course, L. Wittgenstein: Philosophical Investigations, Oxford: Blackwell, 1953; and G. Ryle: The Concept of Mind, Harmondsworth: Penguin, 1963.
26. See Richard Swinburne: The Evolution of the Soul, Oxford: Clarendon, 1986.
27. See M. Halstead: Voluntary apartheid? Problems of schooling for religious and other minorities in democratic societies, Journal of Philosophy of Education, 29 (2), 1995.
28. See the screenplay of Ingmar Bergman: The Seventh Seal, London: Lorrimer Publishing, 1960, p. 28.