Essays on Religion and EducationR. M. Hare, one of the most widely discussed of today's moral philosophers, here presents his most important essays on religion and education, in which he brings together the theoretical and the practical. The book opens with an exposition of his ideas on the meaning of religious language. There follow several essays, theoretical and practical, on the relations between religion and morality, which have deep implications for moral education. The central question addressed in the rest of the volume is how children can be educated to think for themselves, freely but rationally, about moral questions; and Professor Hare examines the effects on society of failure to achieve this. He argues that those who want to dispense with morality are in effect resigning from a vital educational task. Attitudes to euthanasia and to equality of educational opportunity are taken as examples of how our thinking can go wrong. 'The former Professor of Moral Philosophy at Oxford . . . has brought together a collection of papers exploring, with his customary clarity of thought and elegance of expression, the light which moral philosophy can shed on certain religious and educational questions . . . it is illuminating to follow an eminent philosopher at work on matters of great practical importance, and in prodding theologians to think more clearly.' Church Times '[a] cogent and compelling vision, enunciated with all the intelligence, elegance and vigour for which Hare is justly renowned' Times Literary Supplement 'All the essays are a delight to read: clear, succinct, precisely expressed, and devoid of technical jargon. The collection will be welcomed by philosophers of education.' Theology 'an important resource for persons interested in clarifying the language of moral education in a religiously pluralist society' Religious Studies Review 'admirably clear and straightforward' IJournal of the American Academy of Religion 'It is . . . a pleasure to receive for review a book by someone who is palpably expert in a particular discipline, and able to deploy that discipine on topics which have a demonstrably practical relevance to education. Most books satisfy neither criterion; this one satisfies both. Add Hare's well-known clarity of style and presentation, and we have something really worth reading.' Oxford Review of Education |
Contents
Theology and Falsification | 37 |
Religion and Morals | 40 |
Are there Moral Authorities? | 56 |
A Christian View | 72 |
How did Morality Get a Bad Name? | 86 |
Satanism and Nihilism | 98 |
Adolescents into Adults | 113 |
Autonomy as an Educational Ideal | 131 |
Language and Moral Education | 154 |
Rejoinder to G J Warnock | 173 |
Two Varieties | 178 |
Why Moral Language? | 191 |
Opportunity for What? Some Remarks on Current Disputes about Equality in Education | 212 |
| 229 | |
| 235 | |
A Philo sophical Glance at the Humanities Curriculum Project | 137 |
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Common terms and phrases
accept actions actually amoralist answer argue argument Aristotle assertions attitude authority blik Braithwaite called child Christian Church claim concepts consequences contranatural descriptivism descriptivist difficult discussion distinction empirical euthanasia example explain expression fact faith Geoffrey Warnock give going happen hope human illocutionary acts imperative imperative mood important indoctrination interests is'-statements Kant killing kind logical properties mathematics matter means method moral education moral judgements moral language moral nihilism moral opinions moral philosophy moral principles moral questions moral thinking moral words object orthodox ourselves parents perhaps perlocutionary acts person Peter Singer philosophers Plato possible premiss problem rational reason religion religious rules Satan Satanist scientist sense Simple Believer Singer situation society Socrates Sophisticated Believer sort statements Suppose talking teacher teaching things think morally thought trying understand universal prescriptions universalizability Warnock wish worship wrong Zimmerman