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dc.contributor.authorRodgers, Lindsay
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date2014-09-05 18:12:35.204en
dc.date.accessioned2014-09-08T16:43:21Z
dc.date.available2014-09-08T16:43:21Z
dc.date.issued2014-09-08
dc.identifier.urihttp://hdl.handle.net/1974/12429
dc.descriptionThesis (Master, Education) -- Queen's University, 2014-09-05 18:12:35.204en
dc.description.abstractThis thesis concerns the present model of moral education in Ontario public schools: Finding Common Ground: Character Development in Ontario Schools, K-12. I argue that Finding Common Ground makes use of an impoverished form of virtue ethics in the construction of its model of moral education, and tacitly encourages assimilation and obedience rather than authentic moral becoming; it is a re-articulation of customary morality. To encourage authentic moral becoming, I propose a pragmatic, Deweyan model for moral education. This model is rooted in developing the capacities that encourage moral agency: imagination, reflection, and deliberationen_US
dc.languageenen
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectMoral Educationen_US
dc.subjectPhilosophy of Educationen_US
dc.titleBeyond Custom: A Pragmatic Model for Moral Educationen_US
dc.typethesisen_US
dc.description.degreeMasteren
dc.contributor.supervisorChristou, Theodoreen
dc.contributor.supervisorFairfield, Paulen
dc.contributor.departmentEducationen


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