ERIC Number: EJ879816
Record Type: Journal
Publication Date: 2010-May
Abstractor: As Provided
Reference Count: 0
Emotion Education without Ontological Commitment?
Studies in Philosophy and Education, v29 n3 p259-274 May 2010
Emotion education is enjoying new-found popularity. This paper explores the "cosy consensus" that seems to have developed in education circles, according to which approaches to emotion education are immune from metaethical considerations such as contrasting rationalist and sentimentalist views about the moral ontology of emotions. I spell out five common assumptions of recent approaches to emotion education and explore their potential compatibility with four paradigmatic moral ontologies. I argue that three of these ontologies fail to harmonise with the common assumptions. Either those three must therefore be rejected or, if we want to retain one or more of them (for instance, Jesse Prinz's recent rebranding of hard sentimentalism that I explore in detail), we need to revise our assumptions about the practice of emotion education in ways that are both radical and, I argue, ultimately unacceptable.
Descriptors: Emotional Development, Values Education, Ethical Instruction, Ethics, Moral Values, Educational Philosophy, Educational Trends, World Views
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A