Education: A philosophical and historical analysis of the role of virtue-based character ethics.

摘要

In this contribution to the philosophy of education, first I propose that a Grand Experiment, between the Wisdom Tradition (antiquity--1600) and the Science Tradition (1600--present), has been carried on in the living laboratory of human experience---and, it is time for educators to reap the benefits of this remarkable experiment.; The non-reductionistic, inclusive Wisdom Tradition in education emphasizes developing persons of internally directed moral excellence (arete), i.e., a person of virtuous character, a "Phronimos." The reductionistic, exclusive Science Tradition emphasizes developing humans with externally directed cognitive skills, i.e., a human capable of intelligently applying "(the scientific) method to matter (and energy)."; Second, I analyze the historical development of, and I identify the fundamental philosophical ideas of, both the Wisdom Tradition and the Science Tradition---focusing on their respective influence on the emergence and decline of Virtue Based Character Ethics in education.; Third, because of the modern-contemporary "amnesia" in education, even among more recent virtue practitioners, with respect to the philosophical foundations of Virtue Based Character Ethics, I necessarily discuss, via Aristotle, the more salient characteristics of Virtue Based Character Ethics.; Fourth, I explain the basic ideas of the dominant modern-contemporary alternatives to Virtue Based Character Ethics and, some of their criticisms of Virtue Based Character Ethics. These alternatives include, Values Clarification, Kolbergian Dilemma Ethics, and Rule Based Action Ethics [Utilitarianism and Kantian Duty Ethics]; and, the criticisms include, the charge of indoctrination and, the primacy of rules to virtues.; Fifth, I argue that Virtue Based Character Ethics does not indoctrinate persons but, rather, helps to prevent indoctrination; and that, the virtues are primary to rules. Further, I argue that the results of the Grand Experiment confirm that, in "educare," the Wisdom Tradition's Virtue Based Character Ethics ought to be the priority "raison d'etre" of schools, guiding the power of the Science Tradition. This will require that each "educarist," from administrators to parents, be a "Phronimos," i.e., an educarist "states-person," who seeks to ensure that educare is, in the spirit of the Wisdom tradition, "a rally, for the children, of the really human things."