How American Virtue Lost Its Identity: 1765-1980
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| Title: | How American Virtue Lost Its Identity: 1765-1980 |
|---|---|
| Language: | English |
| Authors: | Glanzer, Perry L. (ORCID |
| Source: | International Journal of Christianity & Education. Mar 2021 25(1):6-17. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Moral Values, Christianity, Higher Education, Ethics, Educational Philosophy, Teaching Methods, Moral Development, Political Influences, Educational History, College Students, Self Concept, Educational Change |
| DOI: | 10.1177/2056997120962142 |
| ISSN: | 2056-9971 |
| Abstract: | Moral philosophy in early American collegiate education founded its understanding and pursuit of virtue on the theological truth that humans are made in God's image. Therefore, to fulfill our purpose, we need to acquire creaturely analogues of God's virtues. Later American moral philosophy scholars and texts, however, began to use a different rationale for teaching virtue--we need virtue to support American liberal democracy. As a result, by the late twentieth century, American moral educators at the collegiate level only focused on helping students develop a small set of virtues related to students' professional and civic identities. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1287952 |
| Database: | ERIC |
| Abstract: | Moral philosophy in early American collegiate education founded its understanding and pursuit of virtue on the theological truth that humans are made in God's image. Therefore, to fulfill our purpose, we need to acquire creaturely analogues of God's virtues. Later American moral philosophy scholars and texts, however, began to use a different rationale for teaching virtue--we need virtue to support American liberal democracy. As a result, by the late twentieth century, American moral educators at the collegiate level only focused on helping students develop a small set of virtues related to students' professional and civic identities. |
|---|---|
| ISSN: | 2056-9971 |
| DOI: | 10.1177/2056997120962142 |
