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An evaluation of the aims of education in British Columbia in terms of the emotive theory of ethics

University of British Columbia

The object of this study is to evaluate the aims of education in a liberal democratic society in terms of an ethical theory which is compatible with the basic philosophy which inspires that society. Evidence is given to show that British Columbia is a liberal democratic society in the sense that it is composed of a number of social groups which hold different systems of values, and because it exhibits a primary concept of widespread concern for the value of individual and group freedom in any issues which do not directly involve the safety of the state. Further evidence is given to show that such a society operates on the practical basis that values are relative rather than absolute. The study thus proposes a philosophical system known as the emotive theory of ethics as the best means of justifying such relativity and of supplying a method of reaching agreement when disputes between different value systems arise. Finally it is shown that official statements of the aims of the educational system of British Columbia are vague and lacking in logical coherence, mainly because they are based upon a theoretical acceptance of the concept of absolute values which is impractical among the multitude of groups which comprise the society. Therefore, since there is a lack of agreement upon the ends and means of moral education, recent official pronouncements have tended to avoid specific mention of moral education and replace it by intellectual education as the prime aim of the educational system. The study concludes with the suggestion that, in a society where values are to all practical purposes relative to individuals and groups, formal training in the nature of morals is essential to national survival. It further suggests that such training might best follow the direction given by the emotive theory of ethics, since this theory provides the most satisfactory explanation of relative values. Suggestions are also made concerning the means of including formal moral training in the present curriculum without undue disruption.

Text

2011-10-31

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http://hdl.handle.net/2429/38476

Education

University of British Columbia

Graduate