Persistent Link:
http://hdl.handle.net/10150/193971
Title:
Livability, Education and the Aims of Moral Theory
Author:
Martinez, Joel Alan
Issue Date:
2006
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Can Philosophers make a genuine and substantive contribution to the theory and practice of moral education? Contrast the following two answers. According to one approach, analytic moral philosophy is concerned with constructing moral theories. As such, moral education is a secondary concern of the moral theorist and a moral theory will, at most, only have implications for moral education. Call this the strict theoretical approach. An alternative account holds that moral education is a central topic of moral philosophy. As such, moral theorists who ignore questions of moral education are offering incomplete theories. Call this the educative approach. In this dissertation, I argue that moral philosophers need to take the educative approach more seriously. In part one, I argue that the educative approach is well grounded in the western tradition of moral philosophy (particularly in the eudaimonist tradition of ethics). In part two, I show how recent work in virtue theory can make a genuine and substantive contribution to the interdisciplinary field of moral education.
Type:
text; Electronic Dissertation
Keywords:
Morality; Virtue; Education; Moral Theory; Eudaimonism
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Philosophy; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Annas, Julia E.
Committee Chair:
Annas, Julia E.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleLivability, Education and the Aims of Moral Theoryen_US
dc.creatorMartinez, Joel Alanen_US
dc.contributor.authorMartinez, Joel Alanen_US
dc.date.issued2006en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractCan Philosophers make a genuine and substantive contribution to the theory and practice of moral education? Contrast the following two answers. According to one approach, analytic moral philosophy is concerned with constructing moral theories. As such, moral education is a secondary concern of the moral theorist and a moral theory will, at most, only have implications for moral education. Call this the strict theoretical approach. An alternative account holds that moral education is a central topic of moral philosophy. As such, moral theorists who ignore questions of moral education are offering incomplete theories. Call this the educative approach. In this dissertation, I argue that moral philosophers need to take the educative approach more seriously. In part one, I argue that the educative approach is well grounded in the western tradition of moral philosophy (particularly in the eudaimonist tradition of ethics). In part two, I show how recent work in virtue theory can make a genuine and substantive contribution to the interdisciplinary field of moral education.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectMoralityen_US
dc.subjectVirtueen_US
dc.subjectEducationen_US
dc.subjectMoral Theoryen_US
dc.subjectEudaimonismen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplinePhilosophyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAnnas, Julia E.en_US
dc.contributor.chairAnnas, Julia E.en_US
dc.contributor.committeememberChristiano, Tomen_US
dc.contributor.committeememberSchmidtz, Daveen_US
dc.identifier.proquest1961en_US
dc.identifier.oclc659746537en_US
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