Explaining & Internal Critique of the integrative model of narvaez's moral education

Document Type : پژوهشی

Authors

• emad Hatami Goroh ¹
• abulfazl ghaffari ²
• Khosrow Bagheri Noeparast ¹
• Bakhtiar ShabaniVaraki ²

¹ University of tehran

² Ferdowsi University of Mashhad

10.22067/fedu.v10i1.83012

Abstract

This paper aimed to explain and evaluate Narvaez's model for moral education. For this purpose, it was first explained that Narvaez selected two approaches of character education and rational education in order to integrate, and then compared these two approaches according to their philosophical foundations and explained their strengths and weaknesses. She combined two positive points and developed a comprehensive theory. In the following, it was explained that Narvaez presents a model that from her point of view is the result of the integration of the strengths of the two previous approaches. Ultimately, the internal critique of this model resulted that Narvaez, in her view, has been getting into many internal contradictions. Among these contradictions is that:  On the one hand, she presents the model and on the other hand, believes that the moral education program should not follow a particular model. Secondly, first, she brings up the importance of Reasoning, then he considers the role of tacit and intuitive knowledge more essential and places the Reasoning in the second place. Thirdly, she emphasizes on independence, but with much emphasis on the educational environment, she depreciates autonomy and independence, and considers the student passive, and does not specify the mechanism and the mode of interaction between two intuitive and deliberative mind, On the weaknesses of the approach of character education, which is something like relativism and indoctrination remains. Moreover, ultimately, the Narvaez approach does not respond to many questions in moral education.

Keywords

• Internal Critique
• integrative model
• Moral Education
• Character Education
• rational moral education
• Narvaez

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