Morally transformative experiences at the university: An epistemic approach to moral education
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2022-08-30
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en
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Abstract
Philosophers and educational scientists have long recognized that moral
development is a matter of experience in addition to reason, but the university has
a persistent tendency to teach morality in a strictly theoretical way. This article
addresses concerns that ‘morally transformative experiences’ (MTEs) in education
are not compatible with the university as a distinctly epistemic institute, and
argues that these concerns are not justified. First, I argue that the university’s
epistemic function entails that it should cultivate epistemic virtues in students.
Then, I provide an account of MTEs and build upon Iris Murdoch’s work on
moral perception to argue that some MTEs make an indispensable contribution to
the cultivation of epistemic virtue.
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Faculteit der Filosofie, Theologie en Religiewetenschappen