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Two Principles of Early Moral Education: A Condition for the Law, Reflection and Autonomy

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Title: Two Principles of Early Moral Education: A Condition for the Law, Reflection and Autonomy
Language: English
Authors: Krek, Janez
Source: Studies in Philosophy and Education. Jan 2015 34(1):9-29.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 21
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Descriptors: Ethical Instruction, Reflection, Adults, Child Development, Developmentally Appropriate Practices, Behavior Development, Behaviorism, Child Rearing, Parenting Skills, Parenting Styles, Educational Philosophy, Educational Theories, Educational Principles, Personal Autonomy, Childrens Rights
DOI: 10.1007/s11217-014-9421-8
ISSN: 0039-3746
Abstract: We establish the thesis that in moral education, particularly in the first years of the child's development, unreflexive acts or "unreflexiveness" in certain behaviours of adults is a condition for the development of the personality structure and virtues that enable autonomous ethical reflection and a relation to the Other. With the notion of "unreflexiveness" we refer to "resolvedness" in the response of adults when it is necessary to establish a limit, or cut, in the child's demand for pleasure, as well as to resolvedness as one of the structurally essential elements in behaviours with which the adult subordinates the child to the symbolic order or language. In philosophy, a symptomatic position in this context is represented by Kant's theory of education. On the basis of the "traditional" concept of "negative education", and through Freud's and Lacan's psychoanalytic concepts, we identify two principles that should, in contemporary times, be an essential part of the moral educational behaviours of adults: (1) the principle of a "delimited" response to the child's demand for the satisfaction of pleasure, and (2) the principle of reasoned, reflected, but nevertheless certain, persevering, resolved "unreflexiveness" in the subordination of the child's desire to the symbolic order (the discourse). On the basis of the preceding analysis, we highlight certain consequences of this structure of the subject for the contexts of particular theoretical discussions and for school practice.
Abstractor: As Provided
Number of References: 36
Entry Date: 2015
Accession Number: EJ1048954
Database: ERIC
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  Data: We establish the thesis that in moral education, particularly in the first years of the child's development, unreflexive acts or "unreflexiveness" in certain behaviours of adults is a condition for the development of the personality structure and virtues that enable autonomous ethical reflection and a relation to the Other. With the notion of "unreflexiveness" we refer to "resolvedness" in the response of adults when it is necessary to establish a limit, or cut, in the child's demand for pleasure, as well as to resolvedness as one of the structurally essential elements in behaviours with which the adult subordinates the child to the symbolic order or language. In philosophy, a symptomatic position in this context is represented by Kant's theory of education. On the basis of the "traditional" concept of "negative education", and through Freud's and Lacan's psychoanalytic concepts, we identify two principles that should, in contemporary times, be an essential part of the moral educational behaviours of adults: (1) the principle of a "delimited" response to the child's demand for the satisfaction of pleasure, and (2) the principle of reasoned, reflected, but nevertheless certain, persevering, resolved "unreflexiveness" in the subordination of the child's desire to the symbolic order (the discourse). On the basis of the preceding analysis, we highlight certain consequences of this structure of the subject for the contexts of particular theoretical discussions and for school practice.
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