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Dependent Autonomy. Towards a Contextualised and Dialogic Aim for Moral Education

In: Journal of Empirical Theology
Authors:
Peer Scheepers
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Patrick Altena
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Chris Hermans
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Online Publication Date:
01 Jan 2004
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Abstract

This article presents two approaches to moral education: the autonomy approach and the heteronomy approach. Generally the two approaches are considered to be mutually exclusive. The study described here, conducted among Dutch teachers at Catholic primary schools, reflects a positive relation between the two approaches. This leads to the assumption that teachers regard moral education as a dialogical, embodied and contextual process (Vygotski). In order to achieve autonomy, notions of the good life need to be transmitted to children.

Title:
Dependent Autonomy. Towards a Contextualised and Dialogic Aim for Moral Education
Article Type:
Research Article
DOI:
https://doi.org/10.1163/1570925042652570
Language:
English
Pages:
172–196
Keywords:
MORAL EDUCATION; CATHOLIC EDUCATION; HETERONOMY; AUTONOMY
In:
Journal of Empirical Theology
In:
Volume 17: Issue 2
Publisher:
Brill
E-ISSN:
1570-9256
Print ISSN:
0922-2936
Subjects:
History of Religion, Religious Studies, Religion & Society, Social Sciences

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