მორალური პასუხისმგებლობის ცნება განათლების ფილოსოფიაში
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Date
2024-02-14
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ივანე ჯავახიშვილის სახელობის თბილისის სახელმწიფო უნივერსიტეტის გამომცემლობა
Abstract
The concept of moral responsibility in the philosophy of education is
a multifaceted subject and its content allows us to answer the question:
How do we have to shape the future of society? The answer to this question
in the field of philosophy of education sounds like the following
Imperative: We have to shape the future of society through the cultivation
of morally responsible individuals.
John Dewey, a seminal figure in educational philosophy, argued that
“Education is not preparation for life; education is life itself”. This perspective
underscores the intrinsic role of education in shaping moral
character, not just imparting knowledge. Dewey’s vision of education as a
continuous reconstructive process reflects the dynamic nature of moral
responsibility, highlighting the role of schools in fostering ethical awareness
and critical thinking.
Immanuel Kant’s categorical imperative, “Act only according to that
maxim whereby you can at the same time will that it should become a
universal law.” can be used as a foundational principle for moral education.
Kant’s emphasis on universal moral laws aligns with the goal of education to instill a sense of universal responsibility and ethical reasoning
in students.
Paulo Freire, in his critical pedagogy, stressed the importance of
education in liberating the oppressed. He asserted that education either
functions as an instrument to facilitate the integration of the younger
generation into the logic of the present system and bring about conformity
or it becomes the practice of freedom. Freire’s perspective places
moral responsibility not only in the content taught but also in the teaching
approach, advocating for an education that empowers students to
challenge and change unjust societal structures.
The philosophy of education shows a constant longing for the idea
of moral responsibility and tries to balance the complex relationship
that exists between individual development and social norms. This thesis
posits that effective education systems must not only transmit knowledge
but also that an ideal of education is to ensure that our progeny develop
into critical thinkers: children should grow into agents who can assess
beliefs, desires, actions, reasons, and other pertinent psychological
elements based on appropriate evaluative standards; they should be disposed
to such evaluation and motivated by good reasons in belief-formation
and action. The insights of Dewey, Kant, and Freire provide invaluable
frameworks for proper understanding and effective implementation
of moral responsibility in educational contexts.
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თბილისის უნივერსიტეტის დაარსებისადმი მიძღვნილი სამეცნიერო კონფერენცია. თსუ 106, თეზისები, 2024, გვ.: 91-94 / Scientific conference dedicated to the foundation of Tbilisi University. TSU 106, Abstracts, 2024, pp.: 91-94