Open-mindedness in Moral Education: Three Contemporary Approaches

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Abstract
Three fashionable approaches to moral education are examined to see how far they satisfy the ideal of open-mindedness. It seems clear that (1) values clarification, (2) situation ethics and (3) critical issues all seek to avoid indoctrination, and, in different ways, present an alternative to traditional moral instruction with its emphasis on absolute moral rules. In stressing the autonomy of the individual, in denouncing prefabricated rules, and in promoting discussion of vexed questions, a clear concern for open-mindedness can be detected. It is argued, however, that an inadequate account of open-mindedness pervades these approaches. Moral education would benefit from a positive account of open-mindedness. It is not enough merely to avoid the grosser forms of indoctrination.

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