Download Building An Ethical School: A Practical Response To The by Robert J. Starratt PDF

By Robert J. Starratt

The writer argues for a lot higher consciousness to moral schooling and responds to sceptics who say that it cannot be performed within the face of a pluralistic secular society badly fragmented over values. looking continually for issues and concerns that unite instead of divide, the writer presents a conceptual starting place for moral schooling huge sufficient for development consensus between lecturers and oldsters, but targeted sufficient to supply tips for hugely particular studying actions. the second one half the booklet takes the reader via a delicately devised sequence of steps through which a faculty neighborhood could continue in construction their moral institution. the ultimate bankruptcy reminds of the various problems to be met alongside the best way, yet deals encouragement to bolster the unravel of the varsity neighborhood. The booklet concludes with necessary appendices: the 1st offers distinct info on exiting tasks already underway in moral schooling, the second one deals an annotated bibliography of books and essays that are on hand for these educators who want or are looking to learn extra concerning moral schooling.

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Bowers’ (1987) development of Shills’ ideas in his Elements of a Post Liberal Theory of Education, New York, Teachers College Press, on our embeddedness in our culture and traditions. Gregory Bateson’s (1972) challenging book, Steps to an Ecology of Mind, New York, Ballantine Books, seems to go too far in connecting our minds to a FOUNDATIONAL QUALITIES OF AN ETHICAL PERSON 43 12 13 14 15 16 17 18 19 universal mind that is constantly at work in the universe, but his book has had a profound effect on many scholars who promote an ethic of ecological responsibility.

This applies to the experience of being connected to family and ethnic roots, to friends, to the environment, and to the civic community. 15 Transcendence Transcendence is a term that might frighten some people off. For some it signifies an attempt to climb above our humanity, to leave it behind in a journey toward some higher, more spiritual form of life. This seems to be the Platonic ideal, where the philosopher ascends through a process of spiritual purification and mental abstraction to grasp the eternal form, The Good.

5 Thus educational administrators will face the continuing paradox of their institutional position in the school. On the one hand, they must acknowledge the tendency built into management processes to inhibit freedom, creativity and autonomy, and to structure unequal power relationships, in order to ensure institutional uniformity, predictability and order. On the other, they must acknowledge their responsibility continually to promote that kind of freedom, creativity, and autonomy without which the school simply cannot fulfill its mission.

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