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

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Hatami Goroh Emad; Ghafari Abolfazl; BAGHERI NOEPARAST KHOSROW; ShabaniVaraki Bakhtiar

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Journal: Foundations of Education Year:2020 | Volume:10 | Issue:1 Page(s): 76-95

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Title

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

Author(s)

Hatami Goroh Emad | Ghafari Abolfazl | BAGHERI NOEPARAST KHOSROW | ShabaniVaraki Bakhtiar | Issue Writer Certificate

Keywords

Internal CritiqueQ1

integrative modelQ1

moral educationQ1

character educationQ2

rational moral educationQ1

NarvaezQ1

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.

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APA: Copy

Hatami Goroh, Emad, Ghafari, Abolfazl, BAGHERI NOEPARAST, KHOSROW, & ShabaniVaraki, Bakhtiar. (2020). Explaining & Internal Critique of the integrative model of narvaez's moral education. FOUNDATIONS OF EDUCATION (STUDIES IN EDUCATION & PSYCHOLOGY), 10(1 ), 76-95. SID. https://sid.ir/paper/406580/en

Vancouver: Copy

Hatami Goroh Emad, Ghafari Abolfazl, BAGHERI NOEPARAST KHOSROW, ShabaniVaraki Bakhtiar. Explaining & Internal Critique of the integrative model of narvaez's moral education. FOUNDATIONS OF EDUCATION (STUDIES IN EDUCATION & PSYCHOLOGY)[Internet]. 2020;10(1 ):76-95. Available from: https://sid.ir/paper/406580/en

IEEE: Copy

Emad Hatami Goroh, Abolfazl Ghafari, KHOSROW BAGHERI NOEPARAST, and Bakhtiar ShabaniVaraki, “Explaining & Internal Critique of the integrative model of narvaez's moral education,” FOUNDATIONS OF EDUCATION (STUDIES IN EDUCATION & PSYCHOLOGY), vol. 10, no. 1 , pp. 76–95, 2020, [Online]. Available: https://sid.ir/paper/406580/en

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