MORALIZED PSYCHOLOGY OR PSYCHOLOGIZED MORALITY? ETHICS AND PSYCHOLOGY IN RECENT THEORIZING ABOUT MORAL AND CHARACTER EDUCATION

A bstract .  Moral philosophy seems well placed to claim the key role in theorizing about moral education. Indeed, moral philosophers have from antiquity had much to say about psychological and other processes of moral formation. Given this history, it may seem ironic that much systematic latter-day theorizing about moral education has been social scientific, and that some of the major trends in the field have been led by empirical or other psychologists. Moreover, while acknowledging the influence of such major past philosophers as Plato, Aristotle, and Kant on the primary modern movements of cognitive developmentalism, care ethics, and character education, some recent social scientists have called for the development of a "psychologized morality" in the interests of an even more leading role for psychological research in the theory of moral formation. In this essay, David Carr surveys and critically evaluates these trends in theorizing moral education.     

RECENT DEVELOPMENTS IN FRENCH HIGHER EDUCATION REGARDING ACCESS TO LIFELONG EDUCATION

The following article, dealing with the problem in France of the demand for the type of higher education which would adhere to the principle of lifelong education, is based on a paper written by Violette Rey from the “Centre National de la Recherche Scientifique” in collaboration with Madeleine Brocard from the University of Rouen. The paper was presented during the CEPES Symposium on Relations between Education, Research and Production in Higher Education in Europe. (Editor's Note: The main findings and some papers prepared for this meeting were presented in the July‐September 1979, Vol. IV, No. 3 issue of “Higher Education in Europe”, pp.7‐23, and pp.33‐35.)     

RELIGIOUS EDUCATION AND PLURALISM IN ZAMBIA

Today, Zambia has a comparatively unified, somewhat exceptional, approach to religious education despite a wide variety of predominantly Christian denominations. This article retraces the history of the development of religious education from when it was entirely confessional to the present time when it has become largely educational. In so doing it identifies some of the difficulties encountered and some of the problems that lie ahead in promoting an even more religiously pluralistic and educational approach to religious education in a country that has been declared a Christian nation.     

OBJECTIVES IN RELIGIOUS EDUCATION

Our fiction is loaded with sickness, homosexuality, fragmented man, “other‐directed man. . . .” It should be filled with love and beauty and hope