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Dependent Autonomy. Towards a Contextualised and Dialogic Aim for Moral Education

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This article presents two approaches to moral education: the autonomy approach and the heteronomy approach. Generally the two approaches are considered to be mutually exclusive. The study described here, conducted among Dutch teachers at Catholic primary schools, reflects a positive relation between the two approaches. This leads to the assumption that teachers regard moral education as a dialogical, embodied and contextual process (Vygotski). In order to achieve autonomy, notions of the good life need to be transmitted to children.

10.1163/1570925042652570
/content/journals/10.1163/1570925042652570
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/content/journals/10.1163/1570925042652570
2004-11-01
2016-04-29

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