Journal of Philosophy of Education, Volume 56, Issue 2, Page 342-355, April 2022.

Journal of Philosophy of Education, EarlyView.

The study considers the implementation of one of the top trends in modern society development – defending the role of morality in society and the value paradigm, the centre of which is increased attention to the formation of the value-semantic sphere of personality, which influences their worldview formation. Scientific research focuses on the moral values formation of the growing individual from the perspective of their worldview development, revealed by interaction with the world, specifically in interpersonal relationships and directly with themselves. (...) The essence and features of the moral values formation, in the context of interconnections and interdependence of components in the structure of an individual, are substantiated using the methods of analysis and synthesis, abstraction and concretization through the study of the scientific heritage of foreign and Ukrainian scientists. The article specifies moral values as a mechanism of human social behaviour that performs several functions in their life and affects the worldview and the formation of a personal worldview. Based on the generalization of the presented scientific array findings, the author’s concept of moral values formation in the worldview of the individual is modelled, it is presented as a diagram of the interdependence of three chain lines: 1) social morality – self-awareness – worldview; 2) values – world perception; 3) moral values – individual’s worldview. The algorithm for the studied phenomenon of an individual is seen in the moral education providing, which ensures the moral values formation in the structure of moral self-awareness and the development of the worldview of a growing personality. The individual’s worldview is determined by several factors: the system of moral knowledge and beliefs formed resulting from the acceptance of the acknowledged in society moral values that become personal; accumulated moral experience and striving for moral self-improvement. The findings outlined the issues of further scientific research, which will involve clarifying the state of students’ moral development in the educational process and the levels of their moral values formation as well. (shrink)

An important aspect of moral expertise is moral sensitivity, which is the ability to be sensitive to the presence of morally salient features in a context. This requires being able to see and acquire the morally relevant information, as well as organise and interpret it, so that you can undertake the related work of moral judgement, focus (or motivation) and action. As a distinct but interrelated component of ethical expertise, moral sensitivity can and must be trained and educated. However, despite (...) its importance to moral education, there has been comparatively little discussion about the role of ethical sensitivity and the ways that it can be trained within the context of Kant’s, and Kantian, ethics. This paper seeks to address this gap. While Kant does not explicitly focus in detail on moral sensitivity, by breaking sensitivity down into seven distinct aspects through drawing on the Four Component Model, we are able to identify a wealth of resources in Kant’s work from which we can con- struct an account of moral sensitivity education that draws on his underlying moral theory. (shrink)

Journal of Philosophy of Education, EarlyView.

Iris Murdoch's famous case of M and D illustrates the moral importance of learning to see others in a more favourable light through renewed attention. Yet if we do not read this case in the wider context of Murdoch's work, we are liable to overlook the attitudes and transformations involved in coming to change one's mind as M does. Stanley Cavell offers one such reading and denies that the case represents a change in M's sense of herself or the possibilities (...) for her world of the kind exemplified by Nora in Ibsen's A Doll's House. In this essay, I challenge Cavell's reading, suggesting that the case, while it may not be an exemplar of the perfectionist outlook as described by Cavell, can and should be interpreted in perfectionist terms. To see this, I reflect on Murdoch's views on the endless perfectibility of language, the importance of humility, and the role of love and attention in moral learning. I conclude that Murdoch's work uniquely sheds light on how we might cultivate a perfectionist outlook in ourselves and others, and describes the distinctive role that some novels can play in moral education. (shrink)

ABSTRACT There is growing interest in epistemic injustice and its connection to education. However, the relation between social studies and epistemic injustice has not yet been adequately explored and this topic has been given insufficient attention by social studies educators. But it is regarded as an important resource for students who are socially disadvantaged to render their experiences intelligible. However, due to its unique status, it has also been an effective tool for those who are in power and want to (...) maintain social inequalities. For that reason, social studies is the subject most likely to give rise to epistemic injustice in the classroom. In this paper, we address this issue that is currently coming to the fore in social studies. We argue that cultivating moral sensitivity plays a substantive role in overcoming epistemic injustice and this cultivation comes with shaping student’s schemas by integrating the interpretive resources into social studies. (shrink)

Journal of Philosophy of Education, EarlyView.