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4 books match the query 'Moral education'
Moral Principles
John Dewey. Preface by Sidney Hook
Southern Illinois University Press, 1975
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Righteous Revolutionaries
Morality, Mobilization, and Violence in the Making of the Chinese StateJeffrey A. Javed
University of Michigan Press, 2022
Righteous Revolutionaries illustrates how states appeal to popular morality—shared understandings of right and wrong—to forge new group identities and mobilize violence against perceived threats to their authority. Jeffrey A. Javed examines the Chinese Communist Party’s mass mobilization of violence during its land reform campaign in the early 1950s, one of the most violent and successful state-building efforts in history. Using an array of novel archival, documentary, and quantitative historical data, this book illustrates that China’s land reform campaign was not just about economic redistribution but rather part of a larger, brutally violent state-building effort to delegitimize the new party-state’s internal rivals and establish its moral authority.
Righteous Revolutionaries argues that the Chinese Party-state simultaneously removed perceived threats to its authority at the grassroots and bolstered its legitimacy through a process called moral mobilization. This mobilization process created a moral boundary that designated a virtuous ingroup of “the masses” and a demonized outgroup of “class enemies,” mobilized the masses to participate in violence against this broadly defined outgroup, and strengthened this symbolic boundary by making the masses complicit in state violence. Righteous Revolutionaries shows how we can find traces of moral mobilization in China today under Xi Jinping’s rule. In an era where states and politicians regularly weaponize moral emotions to foment intergroup conflict and violence, understanding the dynamics of violent mobilization and state authority are more relevant than ever before.
Righteous Revolutionaries argues that the Chinese Party-state simultaneously removed perceived threats to its authority at the grassroots and bolstered its legitimacy through a process called moral mobilization. This mobilization process created a moral boundary that designated a virtuous ingroup of “the masses” and a demonized outgroup of “class enemies,” mobilized the masses to participate in violence against this broadly defined outgroup, and strengthened this symbolic boundary by making the masses complicit in state violence. Righteous Revolutionaries shows how we can find traces of moral mobilization in China today under Xi Jinping’s rule. In an era where states and politicians regularly weaponize moral emotions to foment intergroup conflict and violence, understanding the dynamics of violent mobilization and state authority are more relevant than ever before.
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The Making of the Modern University
Intellectual Transformation and the Marginalization of MoralityJulie A. Reuben
University of Chicago Press, 1996
What is the purpose of higher education, and how should we pursue it? Debates over these issues raged in the late nineteenth century as reformers introduced a new kind of university—one dedicated to free inquiry and the advancement of knowledge. In the first major study of moral education in American universities, Julie Reuben examines the consequences of these debates for modern intellectual life.
Based on extensive research at eight universities—Harvard, Yale, Columbia, Johns Hopkins, Chicago, Stanford, Michigan, and California at Berkeley—Reuben examines the aims of university reformers in the context of nineteenth-century ideas about truth. She argues that these educators tried to apply new scientific standards to moral education, but that their modernization efforts ultimately failed. By exploring the complex interaction between institutional and intellectual change, Reuben enhances our understanding of the modern university, the secularization of intellectual life, and the association of scientific objectivity with value-neutrality.
Based on extensive research at eight universities—Harvard, Yale, Columbia, Johns Hopkins, Chicago, Stanford, Michigan, and California at Berkeley—Reuben examines the aims of university reformers in the context of nineteenth-century ideas about truth. She argues that these educators tried to apply new scientific standards to moral education, but that their modernization efforts ultimately failed. By exploring the complex interaction between institutional and intellectual change, Reuben enhances our understanding of the modern university, the secularization of intellectual life, and the association of scientific objectivity with value-neutrality.
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Universities and the Future of America
Derek Bok
Duke University Press, 1990
Since World War II, says the author, industrialized nations have come to depend so heavily on expert knowledge, scientific discovery, and highly trained personnel that universities have become “the central institution in postindustrial society.”
“If universities are so important to society and if ours are so superior, one might have thought that America would be flourishing in comparison to other industrialized countries of the world. Yet this is plainly not the case. . . . Our economic position in the world has deteriorated [and] we have climbed to the top, or near the top, of all advanced countries in the percentage of population who live in poverty, commit crimes, become addicted to drugs, have illegitimate children, or are classified as functionally illiterate.” In light of these results, “it is fair to ask whether our universities are doing all they can and should to help America surmount the obstacles that sap our economic strength and blight the lives of millions of our people.”
Having posed this question, Derek Bok reviews what science can do to bring about greater productivity, what professional schools can do to improve the effectiveness of corporations, government, and public education, and what all parts of the university are doing to help students acquire higher levels of ethical and social responsibility. He concludes that Universities are contributing much less than the should to help the nation address its most urgent social problems. “A century after the death of Cardinal Newman, many university officials and faculty members continue to feel ambivalent about deliberate efforts to address practical problems of society. And though competition drives university leaders and their faculties to unremitting effort, what competition rewards is chiefly success in fields that command academic prestige rather than success in responding to important social needs.”
Bok urges academic leaders, trustees, foundations, and government agencies to work together to help universities realign their priorities “so that they will be ready to make their full contribution when the nation turns its attention again to the broad agenda of reform. . . . Observing our difficulties competing abroad, our millions of people in poverty, our drug-ridden communities, our disintegrating families, our ineffective schools, those who help to shape our universities have reason to ask whether they too have any time to lose.”
“If universities are so important to society and if ours are so superior, one might have thought that America would be flourishing in comparison to other industrialized countries of the world. Yet this is plainly not the case. . . . Our economic position in the world has deteriorated [and] we have climbed to the top, or near the top, of all advanced countries in the percentage of population who live in poverty, commit crimes, become addicted to drugs, have illegitimate children, or are classified as functionally illiterate.” In light of these results, “it is fair to ask whether our universities are doing all they can and should to help America surmount the obstacles that sap our economic strength and blight the lives of millions of our people.”
Having posed this question, Derek Bok reviews what science can do to bring about greater productivity, what professional schools can do to improve the effectiveness of corporations, government, and public education, and what all parts of the university are doing to help students acquire higher levels of ethical and social responsibility. He concludes that Universities are contributing much less than the should to help the nation address its most urgent social problems. “A century after the death of Cardinal Newman, many university officials and faculty members continue to feel ambivalent about deliberate efforts to address practical problems of society. And though competition drives university leaders and their faculties to unremitting effort, what competition rewards is chiefly success in fields that command academic prestige rather than success in responding to important social needs.”
Bok urges academic leaders, trustees, foundations, and government agencies to work together to help universities realign their priorities “so that they will be ready to make their full contribution when the nation turns its attention again to the broad agenda of reform. . . . Observing our difficulties competing abroad, our millions of people in poverty, our drug-ridden communities, our disintegrating families, our ineffective schools, those who help to shape our universities have reason to ask whether they too have any time to lose.”
[more]