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Catholic Social LearningEducating the Faith That Does Justice$
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Roger Bergman

Print publication date: 2011

Print ISBN-13: 9780823233281

Published to Fordham Scholarship Online: January 2012

DOI: 10.5422/fordham/9780823233281.001.0001

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Teaching Justice After MacIntyre: Toward a Catholic Philosophy of Moral Education

Teaching Justice After MacIntyre: Toward a Catholic Philosophy of Moral Education

Chapter:
(p.39) 3 Teaching Justice After MacIntyre: Toward a Catholic Philosophy of Moral Education
Source:
Catholic Social Learning
Author(s):

Roger Bergman

Publisher:
Fordham University Press
DOI:10.5422/fordham/9780823233281.003.0003

This chapter outlines MacIntyre's argument in his work “Plain Persons and Moral Philosophers” that Aristotelian practical reason is the best tradition of ethical practice available. It recapitulates in highly condensed form some of the much more developed arguments of MacIntyre's major books. It puts the Pedagogical Circle into a cultural-historical context. The philosopher Alasdair MacIntyre argued that social practices within a community of tradition and moral enquiry are the only context in which genuine virtue can be cultivated because meaningful understandings of virtue must be determinate and demandingly particular. This chapter argues that Catholic social pedagogy must be understood in this perspective, but also that understanding the communitarian roots of Catholic social teaching rebuts MacIntyre's colorful assertion that universal human rights are no more real than witches or unicorns.

Keywords:   MacIntyre, ethical practice, Pedagogical Circle, Catholic social pedagogy, human rights

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