Moral Education in the University :: Philosophy Research Papers

Moral Education in the UniversityABSTRACT Does the call of the piece Congress of Philosophy, Paideia Philosophy Educating Humanity, reflect hubris, irony or a pragmatic sanction optimism? How is it possible for ism to educate the human community in the twenty-first century? more specifically, at a quantify when few passel besides academic philosophers read ism, in what sense can philosophy educate kind-heartedness? In this essay I examine nonpareil possible way philosophy can educate humanity advance(a) by Derek Bok, power president of Harvard University. In a variety of human race lectures, published essays and books Bok insists that Americas leading colleges and universities ought to recommit themselves to lesson education as unrivaled of their central tasks. I argue that recommitment to this task on the part of these elect universities is far more difficult than Bok admits. Indeed, I contend that as tenacious as Americas elite educational institutions retain the i ntellectual and structural commitments that displaced paideia, Boks muckle for moral education has little chance of success.At a time when both higher education and philosophy are self-conscious nigh their limitations, The Twentieth World Congress of Philosophy chose as its theme, Paideia Philosophy Educating Humanity. Does this title reflect hubris, irony or a pragmatic optimism? How is it possible for philosophy to educate the human community in the twenty-first century? More specifically, at a time when few people besides academic philosophers read philosophy, in what sense can philosophy educate humanity? In this essay I examine one proposed answer to this question. Derek Bok, former president of Harvard University, in a variety of public lectures, published essays and books offers one possible way philosophy can educate humanity. Bok insists that Americas leading colleges and universities ought to recommit themselves to moral education as one of their central tasks. (1) Whil e I sympathize with Boks admonition to Americas prestigious universities to reclaim the task of moral education, I shall argue that a recommittal to this task on the part of these elite universities is far more difficult that Bok admits. (2) Indeed, I contend that as long as Americas elite educational institutions retain the intellectual and structural commitments that displaced paideia, Boks vision for moral education has little chance of success. To accomplish this aim, first, I clarify Boks scale for moral education in American colleges and universities. Second, closely following Boks account, I provide a brief history of moral education in 19th century America.