Moral Education in the University :: Philosophy Research Papers

Moral Education in the UniversityABSTRACT Does the title of the World Congress of philosophy, Paideia Philosophy Educating Humanity, reflect hubris, irony or a pragmatic optimism? How is it possible for philosophy to educate the merciful community in the twenty-first century? More specifically, at a time when few people besides academic philosophers read philosophy, in what esthesis can philosophy educate humanity? In this examine I examine one possible way philosophy can educate humanity advanced by Derek Bok, former president of Harvard University. In a anatomy of public lectures, published essays and books Bok insists that Americas leading colleges and universities ought to recommit themselves to incorrupt education as one of their rudimentary tasks. I argue that recommitment to this task on the bulge of these elect(ip) universities is far more difficult than Bok admits. Indeed, I contend that as long as Americas elite educational institutions retain the intellectual and structural commitments that displaced paideia, Boks imaginativeness for moral education has little chance of success.At a time when both higher education and philosophy are self-conscious about their limitations, The 20th World Congress of Philosophy chose as its theme, Paideia Philosophy Educating Humanity. Does this title reflect hubris, irony or a pragmatic optimism? How is it possible for philosophy to educate the human community in the twenty-first century? More specifically, at a time when few people besides academic philosophers read philosophy, in what sense can philosophy educate humanity? In this essay I examine one proposed answer to this question. Derek Bok, former president of Harvard University, in a variety of public lectures, published essays and books offers one possible way philosophy can educate humanity. Bok insists that Americas leading colleges and universities ought to recommit themselves to moral education as one of their central tasks. (1) While I sympathi ze with Boks admonition to Americas prestigious universities to reclaim the task of moral education, I shall argue that a recommittal to this task on the part of these elite universities is far more difficult that Bok admits. (2) Indeed, I contend that as long as Americas elite educational institutions retain the intellectual and structural commitments that displaced paideia, Boks vision for moral education has little chance of success. To accomplish this aim, first, I clarify Boks case for moral education in American colleges and universities. Second, closely following Boks account, I can a brief history of moral education in 19th century America.