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Akrasia and Moral Education.

Straughan, R. R. (1977) Akrasia and Moral Education. PhD thesis, Institute of Education, University of London.

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Abstract

Recent approaches to morel education have tended to emphasise the development of morel reasoning rather than the performance of morel actions. The logical relationship between the formation of morel judgments end their translation into action, however, cannot be ignored within the context of moral education; but equally it cannot be fully and properly explored in isolation from wider, philosophical issues. Akresia, or "weakness of will", has generated a cluster of classic, philo— sophical problems concerning whether it is possible fora men to fail to do whet he sincerely believes he ought to do (given the ability end opportunity), end how apparent examples of this phenomenon should be interpreted end explained. The denial of the logical possibility of ekresie, as represented by the arguments of Socrates and Here, is considered in Chapter II end found to be unconvincing. The concepts of "ought" end of "conscience" are analysed in Chapter III and shown to possess features which provide sufficient grounds for believing that akresia both can end does occur. More precise criteria for akrasie are proposed in Chapter IV, end a number of common explanations are examined in the light of these criteria. A particular interpretation of ekresia is developed in Chapter V as a special case of doing x rather then y because one wants to do x rather then y, end three central, explanatory features of ekrasia are picked out, involving dishonesty, language end immediacy. Finally this analysis and interpretation is applied to the particular concerns of moral education. Children as well as adults are shown to be capable of ekresie; various general approaches to end specific methods of "teaching morality" are reviewed as possible means of combatting ekrasia in children; and the three explanatory factors are used to suggest ways in which children may be encouraged to act upon their moral judgments.

Item Type: Thesis (PhD)
Additional Information: Thesis: PhD PHIL University of London Institute of Education, 1977.
Depositing User: Batch Import
Date Deposited: 31 Oct 2014 12:51
Last Modified: 30 Jul 2015 13:45
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