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Moral philosophy as moral education:...

Colton, Randall G.

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Moral philosophy as moral education: Kierkegaardian contributions toward a grammar of moral pedagogy (Soren Kierkegaard).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Moral philosophy as moral education: Kierkegaardian contributions toward a grammar of moral pedagogy (Soren Kierkegaard)./
Author:	Colton, Randall G.
Description:	310 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4225.
Contained By:	Dissertation Abstracts International65-11A.
Subject:	Philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3154252
ISBN:	0496150456

Moral philosophy as moral education: Kierkegaardian contributions toward a grammar of moral pedagogy (Soren Kierkegaard).
Colton, Randall G.

Moral philosophy as moral education: Kierkegaardian contributions toward a grammar of moral pedagogy (Soren Kierkegaard). - 310 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4225.

Thesis (Ph.D.)--Saint Louis University, 2004.

In this dissertation, I offer a reading of Kierkegaard that can aid contemporary moral philosophers in taking more intentionally the inherently pedagogical aims of their discipline. Just as excellent writing conforms to the rules of grammar governing a language, so excellent educational philosophy conforms to the grammatical rules governing the use of moral and pedagogical concepts in a given tradition. This dissertation reflects on Kierkegaard's works to begin the task of delineating a grammar of moral pedagogy. First, I argue that moral philosophers, especially those working in virtue ethics, should acknowledge the inescapably pedagogical aims of their discipline and conduct their philosophical activities accordingly. A comparison of Life on the Mississippi with the Meno reveals the need for a pedagogical grammar that can show how concepts relevant to teaching and learning relate to one another in different contexts, underwriting various kinds of pedagogical narratives, strategies, and tables of virtues and vices. I next propose strategies of reading that can uncover the pedagogical narratives beneath the surfaces of Eighteen Upbuilding Discourses and Works of Love. These narratives follow a pattern of loss and renewal that Kierkegaard calls "repetition," and they suggest important insights into concepts of the emotions, moral perception and development, love, and authority. I then sketch the outlines of a Kierkegaardian pedagogical grammar by differentiating aesthetic, ethical/religious, and specifically Christian education and considering a series of conceptual questions about each. I conclude by describing the practices and virtues a Kierkegaardian grammar recommends for contemporary teachers and learners of moral philosophy. Taking mentoring, welcoming, and witnessing as metaphors for education, I sketch the place in moral philosophical pedagogy for the virtues of obedience and practical wisdom, the practice of hospitality, and the examples of the saints.

ISBN: 0496150456Subjects--Topical Terms:

516511
Philosophy.

Moral philosophy as moral education: Kierkegaardian contributions toward a grammar of moral pedagogy (Soren Kierkegaard).
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245 1 0 $a Moral philosophy as moral education: Kierkegaardian contributions toward a grammar of moral pedagogy (Soren Kierkegaard).
300 $a 310 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4225.
500 $a Adviser: Gregory R. Beabout.
502 $a Thesis (Ph.D.)--Saint Louis University, 2004.
520 $a In this dissertation, I offer a reading of Kierkegaard that can aid contemporary moral philosophers in taking more intentionally the inherently pedagogical aims of their discipline. Just as excellent writing conforms to the rules of grammar governing a language, so excellent educational philosophy conforms to the grammatical rules governing the use of moral and pedagogical concepts in a given tradition. This dissertation reflects on Kierkegaard's works to begin the task of delineating a grammar of moral pedagogy. First, I argue that moral philosophers, especially those working in virtue ethics, should acknowledge the inescapably pedagogical aims of their discipline and conduct their philosophical activities accordingly. A comparison of Life on the Mississippi with the Meno reveals the need for a pedagogical grammar that can show how concepts relevant to teaching and learning relate to one another in different contexts, underwriting various kinds of pedagogical narratives, strategies, and tables of virtues and vices. I next propose strategies of reading that can uncover the pedagogical narratives beneath the surfaces of Eighteen Upbuilding Discourses and Works of Love. These narratives follow a pattern of loss and renewal that Kierkegaard calls "repetition," and they suggest important insights into concepts of the emotions, moral perception and development, love, and authority. I then sketch the outlines of a Kierkegaardian pedagogical grammar by differentiating aesthetic, ethical/religious, and specifically Christian education and considering a series of conceptual questions about each. I conclude by describing the practices and virtues a Kierkegaardian grammar recommends for contemporary teachers and learners of moral philosophy. Taking mentoring, welcoming, and witnessing as metaphors for education, I sketch the place in moral philosophical pedagogy for the virtues of obedience and practical wisdom, the practice of hospitality, and the examples of the saints.
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650 4 $a Education, Philosophy of. $3 783746
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