| Project/Area Number |
25780475
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education
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| Research Institution | Ehime University |
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Principal Investigator |
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2015: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2014: ¥260,000 (Direct Cost: ¥200,000、Indirect Cost: ¥60,000)
Fiscal Year 2013: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
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| Keywords | 理由の明示化 / 条件文 / マクダウエル / ブランダム / ドレイファス / 道徳教育 / 条件文の自己形成論的意義 / 徳認識論 / 道徳的実践 / ナラティブ / 概念的／非概念的 |
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| Outline of Final Research Achievements |
The aim of this research is to examine the role of the why question and the conditional when a child tries to articulate reasons of her moral action. According to John McDowell arguments on morality, I suggest that we should consider moral practices not as applying a certain moral principle into a particular situation, but as trying to see a salient feature of the particular situation and understanding the moral significance of that feature with the others. Then, I demonstrate that using the conditional when a child explain her action to the others might make clear what she is responsible for, and so it requests her to reflect what to do in that situation. From these considerations, I conclude that the process of articulating the reasons of action by the conditional performs an educational function.
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