The theory of moral sentiments and whole person education

Abstract

Listen

Translate article

Adam Smith's The Theory of Moral Sentiments establishes propriety as the main principle of moral philosophy, with sympathy, justice, conscience, prudence, benevolence, and self-command as the core values of the moral sentiments. Smith's classical spirituality may provide various meaningful references and philosophical inspirations for spiritual, moral, and cultural education advocated by the whole-person education and holistic education in the 21st century. The chapter aims to interpret the essence of Smith's propriety theory through a text analysis of The Theory of Moral Sentiments and explore the role of propriety in educational philosophy. At the same time, the chapter examines the core values of Smith's moral sentiments aimed at discovering new spiritual elements of whole-person education and enriching the value, concept, and practice of holistic education. The chapter further addresses that Smith's theory of moral sentiments shares similar values with traditional Chinese moral philosophy, while the values can be tested, measured, and even manipulated by neuroscientific experiments. Not only is Smith's philosophy not outdated, but it can also become a new reference and provide added value to East Asian college students in an effort to reconstruct their spirituality, inspire moral development, explore new research fields, and develop an innovative curriculum for holistic education.