Abstract
Dewey’s views on education follow from his version of pragmatism. In this essay I shall argue that Dewey’s pragmatism did not allow him to develop a coherent theory of moral education. Dewey’s rhetoric suggests that his position on moral education can be associated with virtue ethics, yet, although he used conspicuously “moral” terms such as “virtues” and “habits” throughout his writings, this did not amount to a workable theory of moral education. For Dewey, virtue amounted to the cultivation of correct habits, which he deemed to be of primary concern to education. His views on habits (and consequently on virtues), however, are inconsistent. I shall show that the discrepancies in Dewey’s views on “virtues” are not due to a mere sloppiness in writing but rather due to Dewey’s pragmatism.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
