The present study is designed to outline the approaches towards moral development and moral education over the past four decades, and to show how the findings of second-generation cognitive science compel a re-thinking of the role of narrative and narrative thinking in moral education. Examined also, are the psychological and philosophical assumptions that underpin and lend substantiation to these findings. Narrative, as an essential instrument for moral education, is now on the way to being rehabilitated, by virtue of the emerging trend to apply the narrative method of autobiographical mythology, or personal narrative to moral education. Through the increased implementation of this process, it is envisioned that the cognitive-developmental, rationalistic view of moral education will be supplanted by other cognitive models, with their implications for moral development and moral education, of a nature closer to the way human beings make meaning of experience.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.20176 |
| Date | January 1997 |
| Creators | Pousao-Lopes, Cecilia. |
| Contributors | Morris, R. (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Culture and Values in Education.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001609542, proquestno: MQ43935, Theses scanned by UMI/ProQuest. |
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