Moral Education - David Purpel
Moral Education: An Idea Whose Time Has Gone
Author(s): David E. Purpel
Source: The Clearing House, Vol. 64, No. 5, Values Education (May - Jun., 1991), pp. 309-312
Published by: Taylor & Francis, Ltd.
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Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to The Clearing
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An
Moral Education: Idea
Time
Has
Gone
Whose
DAVIDE. PURPEL
Simply put, the most important and troubling of all human tasks (and hence a challenge for educators)
our rationality scorns. Our tragedy is that this predicament not only produces personal existential anguish but takes on the proportion of catastrophein the face of our currentmassive social and culturalcrises.
Our liberal traditions have led us to respond to social problems pragmatically, rationally, and sensibly, with the assumption that careful planning and technical knowledge can significantly ameliorate if not solve any problem. Auschwitz, Hiroshima, Cambodia, and the Gulag, as metaphors of this orientation gone mad, not only have shocked and horrified us but have also seriouslyaggravated our despair and paralysis. Indeed, we have come to understand that the destructive forces in our world are as powerful as ever, and today we find our entire planet and civilization to be at risk. Solutions to crises of this magnitude involve much more than good ideas and effective programs. What is requiredis a transformation in consciousness from our present one of
Author(s): David E. Purpel
Source: The Clearing House, Vol. 64, No. 5, Values Education (May - Jun., 1991), pp. 309-312
Published by: Taylor & Francis, Ltd.
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp .
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.
.
Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to The Clearing
House.
An
Moral Education: Idea
Time
Has
Gone
Whose
DAVIDE. PURPEL
Simply put, the most important and troubling of all human tasks (and hence a challenge for educators)
our rationality scorns. Our tragedy is that this predicament not only produces personal existential anguish but takes on the proportion of catastrophein the face of our currentmassive social and culturalcrises.
Our liberal traditions have led us to respond to social problems pragmatically, rationally, and sensibly, with the assumption that careful planning and technical knowledge can significantly ameliorate if not solve any problem. Auschwitz, Hiroshima, Cambodia, and the Gulag, as metaphors of this orientation gone mad, not only have shocked and horrified us but have also seriouslyaggravated our despair and paralysis. Indeed, we have come to understand that the destructive forces in our world are as powerful as ever, and today we find our entire planet and civilization to be at risk. Solutions to crises of this magnitude involve much more than good ideas and effective programs. What is requiredis a transformation in consciousness from our present one of
References: Giroux, H., and D. Purpel. 1983. Moral education and the hidden Deceptionor discovery. EsKohlberg, 1984.Thepsychology humanmoraldevelopment: of Raths, L., H. Merrill,and S. Simon. 1978. Valuesand teaching: Working with values in the classroom. Columbus: Charles Merrill. Welch,S. 1985.Communities resistance solidarity: feminist of