Table Of ContentEthical Education
Ethicaleducationshouldhelpstudentsbecomemoresensitivetotheperspectivesand
experiencesofothers.However,thefieldisdominatedbytheteachingofmoralvaluesasasubject
matter,orbythefosteringofcharactertraitsinstudents,orbymoralreasoning.Thisbook
proposesanalternativetotheselimitedmoralisticapproaches.Itplaceshumanrelationshipsat
thecoreofethicaleducation,initsunderstandingofbothethicsandeducation.With
contributionsfromrenownedinternationalscholars,thisapproachislaidoutinthreeparts.Part
Idevelopstheunderlyingtheoryofethicsandeducation,PartIIfocusesontherelevant
pedagogicalprinciplesandPartIIIprovidesillustrationsofemergentinnovativeethical
educationalpracticesinschoolsworldwide.Againstabackdropofdivisivenessandapathy,the
innovativepracticesdescribedinthisbookshowhowanewvisionforethicaleducationmightbe
centredaroundcaringforstudents’well-being.
SchertoGillisSeniorFellowattheGHFPResearchInstitute,andaVisitingFellowatthe
UniversityofSussex.Schertowritesinthefieldsofeducation,dialogueandpeace,andwith
ProfessorGarrettThomson,sheco-developedthenotionofhuman-centrededucation,now
practisedinvariouscountries.
GarrettThomsonisChiefExecutiveOfficeroftheGHFPResearchInstitute.Heisalso
aprofessorattheCollegeofWoosterwhereheholdstheComptonChairofPhilosophy.Garrett
writesinthefieldsofwell-being,education,peaceanddialogue.
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Ethical Education
Towards an Ecology of Human Development
Edited by
Scherto Gill
GHFP Research Institute / University of Sussex
Garrett Thomson
GHFP Research Institute / College of Wooster, Ohio
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CONTENTS
ListofContributors pagevii
GeneralIntroduction
SchertoGillandGarrettThomson 1
part i theoretical perspectives on ethical education
IntroductiontoPartI
SchertoGillandGarrettThomson 11
1 EthicsinEducation:ARelationalPerspective
KennethJ.Gergen 15
2 EthicalRelationshipsinSchools:LearningtoEngagewithOthers
SchertoGill 27
3 TowardsanEthicalUnderstandingofOthers
GarrettThomson 43
ConclusiontoPartI
SchertoGillandGarrettThomson 59
part ii pedagogical approaches to ethical education
IntroductiontoPartII
SchertoGillandGarrettThomson 63
4 ChangingCultures:RelationshipandSensibilityinEthicalEducation
SharonTodd 67
5 Ethical,ExistentialandSpiritualRe-Orientation
HansAlmaandChristaAnbeek 79
v
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vi Contents
6 ConfirmingMoralAgency:ThroughPedagogyoftheSacred
andPedagogyofDifference
HananA.Alexander 93
ConclusiontoPartII
SchertoGillandGarrettThomson 105
part iii ethical education in practices
IntroductiontoPartIII
SchertoGillandGarrettThomson 109
7 Re-LearningtheValueofDirectExperience:Schools
asEthicalCommunities
ColleenMcLaughlin 113
8 CultivatingInnerQualities:ACaseStudyofDeveloping
EthicalRelationsinChineseSchools
YaqingMao 127
9 EthicalRelationshipsinSecondaryClassrooms:ACaseStudy
ofPedagogicalPracticesintheUnitedKingdomandColombia
SchertoGill 149
ConclusiontoPartIII
SchertoGillandGarrettThomson 169
10 TowardsSystemicTransformation
SchertoGillandGarrettThomson 171
Notes 189
Bibliography 192
Index 200
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CONTRIBUTORS
HananA.Alexander,DeanoftheFacultyofEducationandProfessorofPhilosophy
ofEducation,UniversityofHaifa,Israel
HansAlma,EndowedChairContemporaryHumanism,DepartmentofPhilosophy
andEthics,VrijeUniversiteitBrussels,Belgium
Christa Anbeek, Professor of Liberal Theology, Faculty of Religion and Theology,
VrijeUniversiteitAmsterdam,theNetherlands
Kenneth J. Gergen, Professor of Psychology, Swarthmore College; President and
CEO,TaosInstitute,USA
SchertoGill,SeniorFellow,GHFPResearchInstitute;VisitingFellowandLecturer,
UniversityofSussex,UK
Yaqing Mao, Professor, Dean of School of Educational Administration, Beijing
NormalUniversity,China
ColleenMcLaughlin,Professor,FacultyofEducation,UniversityofCambridge,UK
Garrett Thomson, Compton Professor of Philosophy, College of Wooster; CEO,
GHFPResearchInstitute,USA/UK
SharonTodd,ProfessorofEducation,MaynoothUniversity,Ireland
vii
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General Introduction
SchertoGilland GarrettThomson
Ethicaleducationisveryimportant.Withoutit, peoplecanbeunconcerned
aboutthesufferingandplightofothers,therebycontributingtoacultureof
apathyanduncaring;andsomecanbeprofoundlyignorantofhowdifferent
the viewpoints and experiences of others can be from one’s own. Arguably,
educational institutions across the globe have played a major role in this
uncaring, due to their increasing emphasis on knowledge and information
transfer(factsoverinterpretation),instrumentalisation(learningforthesake
of financial gain) and individualism (competitive grades). In many parts of
the world, these tendencies are exacerbated by the false dichotomy between
traditional moral views based on religion, which tend to be insular and
dogmatic, and secular conceptions, which tend towards relativism.
Internationally,educationalpracticeshavenotresolvedthistension.
This book is directed towards the need for a new approach to ethical
education in schools, one that is focused primarily on human relationships.
Ethical education can help us appreciate better the lived realities of others,
and be more sensitive to their perception of a situation or encounter.
Traditionally,thefieldofethicaleducationisseentobedominatedbythree
approaches. Some schools have moral education components in their
curriculum, but with a focus on imparting information about social issues
and the duties of citizenship. Others emphasise teaching moral reasoning.
The alternative to these approaches usually consists in interpretations of
Aristotlethatembodyanon-relationalconceptionofvirtues.Inshort,ethical
education tends to be conceived either as the teaching of moral values as
a subject matter, or as the fostering of cognitive moral reasoning, or as the
cultivationofvirtuesorcharactertraits.
1
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