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ABSTRACT
This article introduces an account of moral education grounded in Zagzebski’s recent Exemplarist Moral Theory and discusses two problems that have to be solved for the account to become a realistic alternative to other educational models on the market, namely the limited-applicability problem and the problem of indoctrination. The first problem raises worries about the viability of the account in ordinary circumstances. The second charges the proposed educational model with indoctrinating students. The main goal of this article is to show how an exemplar-based account of moral education can handle both problems without compromising its structure and upshot.
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No potential conflict of interest was reported by the author.
Notes
1. For further definitions of EMT’s key moral terms, see Zagzebski (Citation2017, §1.5).
2. More on the rationality of trusting our admiration upon reflection can be found in Zagzebski (Citation2012, §4; Citation2017, §2.5).
3. For a more detailed list of merits of direct instruction, see Baehr (Citation2015, pp. 306–311).
4. See, e.g., Carr and Harrison (Citation2015) and Osman (Citation2019).
5. Some of these topics are discussed in other contributions to this special issue.
6. I thank three anonymous referees for their comments on an earlier version of this article.
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Michel Croce
Michel Croce (PhD) is Early Stage Marie Curie Fellow at the University of Edinburgh, and Junior Researcher at Aretai – Center on Virtues. His main research interests include epistemology, virtue theory, and the philosophy of education. His work has appeared in scientific journals such as Episteme, Metaphilosophy, The Philosophical Quarterly and Social Epistemology.