Moral Education in the University :: Philosophy Research Papers

Moral Education in the UniversityABSTRACT Does the title of the World Congress of philosophy, Paideia Philosophy Educating Humanity, reflect hubris, mockery or a pragmatic optimism? How is it possible for school of thought to educate the mankind community in the twenty-first century? More specifically, at a time when some people besides academic philosophers read philosophy, in what sense layabout philosophy educate humanity? In this establish I shew integrity possible way philosophy sens educate humanity advanced by Derek Bok, former president of Harvard University. In a modification of public lectures, published essays and books Bok insists that Americas leading colleges and universities ought to recommit themselves to good education as one of their central trade union movements. I argue that recommitment to this task on the part of these elite universities is far more difficult than Bok admits. Indeed, I allot that as long as Americas elite educational institutions o blige the expert and structural commitments that displaced paideia, Boks vision for moral education has little expectation of success.At a time when both higher education and philosophy are self-conscious about 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 hatful 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 t asks. (1) While I sympathize with Boks admonition to Americas prestigious universities to see the light 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 save this aim, first, I clarify Boks case for moral education in American colleges and universities. Second, closely following Boks account, I provide a brief business relationship of moral education in 19th century America.