Moral Education (Notas de estudio 17.8.20)

Source: Herbert Spencer, ch. 3 in Education: Intellectual, Moral, and Physical (A. L. Curt Company, Publishers, 1891) 5-93.


  • Desideratum
  • Family government
  • Self-instruction
  • Art of Education
  • Self-control
  • Parental misconduct
  • Family discipline
  • Good conduct
  • Bad conduct
  • Injurious
  • Beneficial
  • Beneficent discipline
  • Natural consequences
  • Method of Nature
  • Natural reactions
  • Unnatural reactions
  • Pure justice
  • Filial relation
  • Parental relation
  • Filial alienation
  • Rational comprehension
  • Submission to authority
  • Thwartings
  • An absolutely just ruler
  • Chronic domestic irritation
  • Liberal form of domestic government
  • The discipline of experience
  • Parental displeasure
  • Self-governing beings
  • Beings governed by others
  • Discipline by natural consequences

Inventory of Questions

  • What is the most glaring defect in our educational programmes?
  • What is the preparation needed for the bringing up of children?
  • What are the methods of juvenile education?
  • What is the traditional approach of parents to the education of their children?
  • What is the state in which we receive children?
  • To what extent can education be effective towards and ideal humanity?
  • Whose fault it is of the bad discipline of the young?
  • What are the effects of this kind of education to a child’s morale?
  • How do people justify the harsh treatment of children?
  • Why is it unjustified?
  • Why is it important to formulate a standard of educational rectitude?
  • What is required to move away from family discipline?
  • What are the true aims and methods of moral education?
  • In what way does nature impart moral discipline to us?
  • What is the standard of morality?
  • Why is natural discipline so important even for the mature man?
  • What is the guiding principle of moral education?
  • What should be the role of the parent in mediating the natural consecuences and the child’s actions?
  • What is it that really molds a child’s conduct?
  • What cases can we bring to mind of cases on which the natural consequences are effective in molding a child’s conduct?
  • In what ways is this new method superior to the traditional one?
  • What is the proper way for undestanding consequences?
  • What is the core of the problem in this kind of discipline?
  • What are the actual effects of traditional discipline on the tempers of children and of the parents?
  • How does the parental and filial relation improves under the rational system?
  • But what is to be done with more serious misconduct?
  • What kind of relation is established between parent and child in a rational discipline?
  • What are the contradictions in the parental relation in traditional discipline?
  • What should be the system pursued concerning dangers for the child?
  • What are the results of following such a system?
  • How can parents become the best friends of their children?
  • What is the origin of the perpetual ill-behavior of many children?
  • What is are the consequences of harsh despotism in the education of the child?
  • What expectations should we have of children’s moral goodness?
  • What use can the approbation or disapprobation of the parent can have in the conduct of the child?
  • Is there a place for artificial penalties in the education of the child?
  • Is there a place for commands in a rational education?
  • What should be the approach to commands?
  • What is the relationship between the system of family government and the system of political government in a country?
  • What education is necessary for the parents in the process of educating their children¡

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