Cover image for Voices : the educational formation of conscience
Voices : the educational formation of conscience
Green, Thomas F.
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Publication Information:
Notre Dame, Ind. : University of Notre Dame Press, [1999]

Physical Description:
xiv, 214 pages ; 24 cm
The project: a matter of governance -- Moral education as norm acquisition -- The voices of conscience I: craft and membership -- The voices of conscience II: sacrifice, memory, and imagination -- Teaching values: the grand delusion -- Public speech -- Public policy and the office of citizen.
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LC268 .G667 1999 Adult Non-Fiction Central Closed Stacks

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Voices: The Educational Formation of Conscience aims to revise our thinking about moral education and thus to revise our grasp of how we ought to go about it. Moral education is the formation of conscience and conscience is simply the exercise or reflexive judgment. Thomas F. Green focuses on how conscience is formed by the acquisition of norms rather than concentrating on the foundations of norms or their logical status.

Author Notes

Thomas F. Green is professor emeritus of philosophy and education and former founding director of the Educational Policy Research Center at Syracuse University

Reviews 1

Choice Review

This extremely interesting and thoughtful book argues that the acquisition of norms through development of internalized voices of conscience represents the primary goal of moral education. As with his other books--The Activities of Teaching (1998) and Predicting the Behavior of the Educational System (1997)--Green has built a completely new approach to his topic that does not rely on traditional "schools" of thought but examines the entire field from a deeply analytical and humanistic perspective. This approach results in fresh insights on every page, delivered in Green's extremely precise but familiar style. The book does not assume extensive education in or familiarity with other theories of moral education, but the reader must be willing and able to think through sometimes difficult analyses. This may require more concentration or attention than most undergraduates are willing to give. However, for the serious student, researcher, or professional who is looking for a systematic framework for rethinking the theory and practices of moral education, this book has few rivals. It is destined to become a classic in its field and should be part of every serious collection in philosophy and moral education. C. A. Cunningham; Northeastern Illinois University

Table of Contents

Prefacep. ix
Acknowledgmentsp. xiii
Chapter 1 The Project: A Matter of Governancep. 1
I. A Matter of Governancep. 2
II. The Fears and Illusions of Moral Educationp. 5
Fears of Repressionp. 5
The Illusion of the Autonomous Selfp. 6
The Illusions of Teaching Valuesp. 9
III. The Utopian Threat: Conservatives, Liberals, Radicalsp. 10
IV. Moral Philosophy and Moral Educationp. 15
V. The Idea of Consciencep. 20
VI. Voicesp. 26
Learning and Knowing as Hearingp. 27
Developmentp. 29
Chapter 2 Moral Education as Norm Acquisitionp. 32
I. Norm and Normation: The Analysisp. 32
Compliance, Obedience, and Observancep. 33
Norm Acquisition--Criteriap. 36
The Essential Presence of a Critical Attitudep. 37
... And Caring to Be Correctp. 39
II. Norms and Knowledgep. 42
III. The Situational Location of Normsp. 44
Norms, Judgment, and the Foundationalist Projectp. 44
Norms Resident in Practicesp. 47
The Illusion of Norm Applicationp. 48
IV. Strong and Weak Normationp. 50
Gemeinschaft and Gesellschaftp. 50
Organic and Mechanical Solidarityp. 53
V. Moral Education as Social Criticismp. 55
The Empirical and Normative Communitiesp. 56
Internal and External Interpretationp. 58
Chapter 3 The Voices of Conscience I: Craft and Membershipp. 61
I. The Conscience of Craftp. 61
Evaluation and the Conscience of Craftp. 64
The Craft Analogyp. 65
II. The Conscience of Membershipp. 66
Public and Privatep. 70
Response to Error Illustratedp. 75
The Devolution of Norms to Techniquep. 77
Profession as Publicp. 79
A Curriculum of Moral Skillp. 80
First lessonp. 80
Second lessonp. 81
Third lessonp. 85
Chapter 4 The Voices of Conscience II: Sacrifice, Memory, and Imaginationp. 88
I. The Conscience of Sacrificep. 88
The Primacy of Prudencep. 88
From Principle to Practicep. 93
Pedagogy and Serious Moral Languagep. 96
The Pedagogical Uses of Ethical Theoriesp. 99
Back to the Conscience of Membershipp. 100
II. The Conscience of Memory and Imaginationp. 101
Rootednessp. 104
Memory as Receptionp. 107
Imagination as Critiquep. 109
The Sacredp. 112
Hopep. 118
Chapter 5 Teaching Values: The Grand Delusionp. 122
I. The Problemp. 122
Something Odd about Thatp. 123
The Worldly Evacuation of Valuep. 125
II. Social Values as Social Structurep. 131
Values as the Form of Social Relationsp. 131
Conflict of Valuesp. 135
Change and Permanence of Valuesp. 136
Values as a Public Affairp. 140
III. Other Views of Valuesp. 141
Values as Beliefsp. 142
Values as Explanatory Fictionsp. 143
IV. Values as Strong Normationp. 146
Chapter 6 Public Speechp. 148
I. Introductionp. 148
II. The Power of Speechp. 150
III. A Theory of Public Speechp. 155
The Question Examinedp. 155
The Auditory Principlep. 156
IV. Types of Public Speechp. 158
The Forump. 158
Umbilical Storiesp. 160
V. Fallacies of Public Speechp. 162
Fallacies of Role and Positionp. 162
Fallacies of Explanationp. 163
Fallacies of Misplaced Discoursep. 164
Chapter 7 Public Policy and the Office of Citizenp. 168
I. The Office of Citizenp. 168
II. Policy Questionsp. 172
Policy Questions, Practical Reason, and the Technicist Delusionp. 175
III. The Etiology of Policy Questionsp. 177
Scarcityp. 177
Conflict of Goodsp. 178
Policy, Politics, and Utopiap. 179
Politics and Policy in Utopiap. 180
IV. Other Presuppositionsp. 182
Constraints of Timep. 182
Policy Decisions and Moral Judgmentsp. 184
Post-hoc Determinations of Policyp. 185
V. The Policy Processp. 186
Policy Analysisp. 187
Policy Formationp. 189
Policy Decisionp. 190
Political Analysisp. 190
VI. Normation to the Office of Citizenp. 192
Notesp. 197
Indexp. 211