Why sociologists of education are moral (personally) but don’t write about morality (professionally): a cultural sociology of education

Autori/Curatori Jeffrey Guhin
Anno di pubblicazione 2016 Fascicolo 2016/2 Lingua Inglese
Numero pagine 18 P. 34-51 Dimensione file 222 KB
DOI 10.3280/SP2016-002003
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The author argues that North American sociologists of education have generally been motivated by a «consequentialist» morality that focuses on individual achievement measured in the aggregate rather than a teleological morality focused on communal achievement measured in the virtue of the individual. As such, the subdiscipline has generally avoided discussion of morality in schools except inasmuch as it can be used to explain stratification. The author provides data from two prominent moral education movements and suggests a reading of contemporary moral philosophy and Durkheim’s Moral Education to develop a «cultural sociology of education».

Keywords:Sociology of Education; Culture; Morality; Inequality; Virtue Ethics.

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  • Academic Orientation as a Function of Moral Fit: The Role of Individualizing Morality Kerby Goff, Eric Silver, Inga Dora Sigfusdottir, in Sociology of Education /2022 pp.153
    DOI: 10.1177/00380407211072428
  • Handbook of Classical Sociological Theory Jeffrey Guhin, pp.381 (ISBN:978-3-030-78204-7)

Jeffrey Guhin, Why sociologists of education are moral (personally) but don’t write about morality (professionally): a cultural sociology of education in "SOCIOLOGIA E POLITICHE SOCIALI" 2/2016, pp 34-51, DOI: 10.3280/SP2016-002003