Morally transformative experiences at the university: An epistemic approach to moral education

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dc.contributor.advisorJongepier, F.
dc.contributor.advisorBransen, J.
dc.contributor.authorLenders, D.
dc.date.issued2022-08-30
dc.description.abstractPhilosophers 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.en_US
dc.identifier.urihttps://theses.ubn.ru.nl/handle/123456789/13206
dc.language.isoenen_US
dc.thesis.facultyFaculteit der Filosofie, Theologie en Religiewetenschappenen_US
dc.thesis.specialisationPhilosophical Ethicsen_US
dc.thesis.studyprogrammePhilosophy: Research Masteren_US
dc.thesis.typeResearchmasteren_US
dc.titleMorally transformative experiences at the university: An epistemic approach to moral educationen_US
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