Table Of ContentBecoming of Two Minds about Liberalism
Moral DevelopMent anD Citizenship eDuCation
volume 10
Series Editors:
Fritz oser ([email protected]),
University of Fribourg, Switzerland
Wiel veugelers ([email protected]),
University of Humanistic Studies Utrecht/University of Amsterdam,
The Netherlands
Editorial Board:
nimrod aloni, Kibbutzim College of Education, Tel Aviv, Israel
Marvin Berkowitz, University of Missouri-St.Louis, U.S.A.
pietro Boscolo, University of Padova, Italy
Maria rosa Buxarrais, University of Barcelona, Spain
helen haste, University of Bath, U.K./Harvard University U.S.A
Dana Moree, Charles University, Prague, Czech Republic
Clark power, University of Notre Dame, U.S.A.
Kirsi tirri, University of Helsinki, Finland/Stanford University, U.S.A.
Joel Westheimer, University of Ottawa, Canada
William Wu, Hong Kong Baptist University, China
Scope:
‘Moral Development and Citizenship education’ is a book series that focuses on
the cultural development of our young people and the pedagogical ideas and ed-
ucational arrangements to support this development. it includes the social, political
and religious domains, as well as cognitive, emotional and action oriented content.
the concept of citizenship has extended from being a pure political judgment, to
include the social and interpersonal dynamics of people.
Morality has become a multifaceted and highly diversified construct that now
includes cultural, developmental, situational and professional aspects. its theo-
retical modelling, practical applications and measurements have become central
scientific tasks. Citizenship and moral development are connected with the identity
constitution of the next generations. a caring and supporting learning environ-
ment can help them to participate in society.
Books in this series will be based on different scientific and ideological theories,
research methodologies and practical perspectives. the series has an international
scope; it will support manuscripts from different parts of the world and it includes
authors and practices from various countries and cultures, as well as comparative
studies. the series seeks to stimulate a dialogue between different points of view,
research traditions and cultures. it contains multi-authored handbooks, focussing
on specific issues, and monographs. We invite books that challenge the academic
community, bring new perspectives into the community and broaden the horizon of
the domain of moral development and citizenship education.
Becoming of Two Minds about Liberalism
A Chronicle of Philosophical and Moral Development
Dwight R. Boyd
University of Toronto, Canada
a C.i.p. record for this book is available from the library of Congress.
isBn: 978-94-6300-317-9 (paperback)
isBn: 978-94-6300-318-6 (hardback)
isBn: 978-94-6300-319-3 (e-book)
published by: sense publishers,
p.o. Box 21858,
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the netherlands
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all rights reserved © 2016 sense publishers
no part of this work may be reproduced, stored in a retrieval system, or transmitted
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This book is dedicated
to my father for supporting my seeing two sides to most questions,
to my mother for supporting her family in so many
non-academic ways,
to my partner, Ruth Pierson, for supporting my struggles with this
book for the many years since it was only a gleam in my
intellectual eye.
TaBLE of ConTEnTS
Foreword xiii
acknowledgements xv
introduction 1
the nature of this Book 1
part i. liberalism unpacked and exemplified in Moral education 5
part ii. Breaking out of the liberal Cocoon: Moves Critical of
My liberal allegiance 6
part iii. Moral education from the perspective of Being of two Minds 8
personal prologue 11
very early impulses 11
early encounters and influences 12
Major influences during Graduate study 15
influences from My teaching Career at oise 17
Chapter 1: Conceptual Moral Distinctions Fundamental to liberalism
as i interpret it (1977) 23
personal preface 23
introduction 25
the Moralberry pie 25
the Moralberry pie applied to Kohlberg 29
Chapter 2: the Kohlberg-rawls Connection: the Moral Core of liberalism
exemplified in representatives of two Disciplines (1980) 33
personal preface 33
introduction 35
the right Beginnings 36
the several sides of Justice 38
persons as subjects of respect 46
Chapter 3: the principle of principles (1984) 55
personal preface 55
introduction 57
the problem 58
Justification of the Concern 60
vii
Table of ConTenTs
a Closer look at the Conflict 62
the Commonality 64
an alternative 66
Concluding Comments 70
Chapter 4: Moral education, objectively speaking (1989) 73
personal preface 73
introduction 75
a refinement of the problem 75
a view of objectivity 79
implications for the problems of objectivism and subjectivism 82
Moral education, objectively speaking 86
Chapter 5: the Moral part of pluralism as the plural part of
Moral education (1992) 89
personal preface 89
introduction 91
Circumventing some Conceptual Confusions for some Metaphorical
leverage 92
Facing problems of perspective 95
Focusing in a Difficult Direction 100
reconceiving a philosophical problem as an educational task 102
Constructing the Meaning of the Multicultural Mosaic through the
Moral Conversation of education 104
Chapter 6: a Question of adequate aims (1996) 109
personal preface 109
introduction 111
a philosophical Focus on Conceptions of “Moral relationship” 112
problems resulting from variation in Conceptions of “Moral relationship” 114
problems hidden by Commonality in Conceptions of “Moral relationship” 116
Conclusion 118
Chapter 7: Dominance Concealed through Diversity: implications of
inadequate perspectives on Cultural pluralism (1996) 121
personal preface 121
introduction 123
the Dilemma of Diversity 125
popular perspectives in response to the Dilemma of Diversity 129
Dominance through the Failure of the three perspectives 137
Conclusion 141
viii
Table of ConTenTs
Chapter 8: the Meaning of Dominance, the Dominance of Meaning, and the
Morality of the Matter (2000) (Co-authored with Barbara applebaum) 147
personal preface 147
introduction 149
Clarification of Focus 152
Dominance through Meaning 159
effects on individuals as Members of social Groups 162
Back to ourselves: examples illuminated by our analysis 166
Conclusion 168
Chapter 9: the place of locating oneself(ves)/Myself(ves) in Doing
philosophy of education (1998) 171
personal preface 171
prelude 173
introduction 175
Question one: how is education an inherently Moral endeavour? 176
Question two: What are the implications of accepting this
Characterization of the Moral Quality of education for how i should
understand My participation in educational Discourse? 177
interlude 180
Question three: if this participation necessitates My sincere
assumption of the performative attitude, from Where Do i start? 182
Question Four: Given that i am unavoidably within social Groups
that are relationally Defined in terms of each other, Why/how
Does this Matter? 186
Conclusion 189
Chapter 10: the skeleton of racism in liberalism’s Closet:
rawls as suspect (unpublished) 195
personal preface 195
introduction 198
instructions to the Grand Jury regarding the nature of the Case 199
some historical reasons to Worry 201
the Contemporary “test Case” of John rawls’ theory of Justice 203
a rawls primer for the Jury 207
a return to the Critical evidence 215
summary statement to the Grand Jury 226
Chapter 11: What’s Wrong with Sharing Responsibility (unpublished) 231
personal preface 231
introduction 233
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