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Ethics, education, narrative communication and biography

Record type: Article

A growing number of commentators and policy makers have recognised that in recent years there have been increasing signs of social dislocation and social disharmony within British society. These observations have considerable consequences for education and have been, in part, responsible for a revivification of an Aristotelian ethics of community and practicality. Additionally the topic is progressively engaging the attention of social philosophers such as Alasdair MacIntyre and Paul Ricoeur. It is in these terms that this paper advocates the importance of the concept of narrative for an understanding of the importance of selves within the educational sphere. It is argued that a possible way of 'contacting' disaffected pupils and young persons may be not so much through the established curriculum but rather by the encouragement of a mode of respect for others consequent upon the contemplation of biographies or lives close to them. It is not the intention of this paper to particularise a programme of curriculum implementation, but it is hoped that it may provide a place for discussion from which such initiatives may emerge.

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Citation

Erben, Michael (2000) Ethics, education, narrative communication and biography Educational Studies, 26, (3), pp. 379-390. (doi:10.1080/03055690050137178).

More information

Published date: 2000
Keywords: Biography, education, narrative

Identifiers

Local EPrints ID: 26688
URI: http://eprints.soton.ac.uk/id/eprint/26688
ISSN: 0305-5698
PURE UUID: f2311b2b-8dfd-4c00-ba06-05125e65fbe8

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Date deposited: 07 Apr 2006
Last modified: 17 Jul 2017 16:06

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Author: Michael Erben

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