L'education morale: reinventer les logiques de la reflexion

Abstract

This article deals with the cognitive aspect of moral judgment. In the first part, an instance of scientism is brought to light: the kind of reductionism according to which a judgment must conform to the canons of deductive logic if it is to have any epistemological value. In the second part, it is argued that moral thinking follows another logic, requires other kinds of knowing, and calls for a different type of rationality. Therefore, theory and practice of moral education demand a revision of dominant models of knowledge, of rationality , and of the development of thinking.