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ERIC Number: EJ855750
Record Type: Journal
Publication Date: 2009-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1744-9642
Continuities, Discontinuities, Interactions: Values, Education, and Neuroethics
Semetsky, Inna
Ethics and Education, v4 n1 p69-80 Mar 2009
This article begins by revisiting the current model of values education (moral education) which has recently been set up in Australian schools. This article problematizes the pedagogical model of teaching values in the direct transmission mode from the perspective of the continuity of experience as central to the philosophies of John Dewey and Charles S. Peirce. In this context experience is to be understood as a collective (going beyond the realm of private) and continuous (importantly, non-atomistic) space. As such, human behavior and decision-making are embedded in a broad range of possibilities that may become actualities in the process of responding intelligently to what is perceived in the environment. This article also brings into the conversation some contemporary discourse in bioethics and neuroscience that appears to have an uncanny affinity to Peirce's and Dewey's much earlier conceptualizations. Human intelligence "proper" arises in the interactions between mind, body, and the environing world: we learn from experience that necessarily has a value-element embedded in this triadic matrix. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
IES Cited: ED545233