Educating gratitude : Some conceptual and moral misgivings Educating gratitude : Some conceptual and moral misgivings

Blaire Morgan, Liz Gulliford, David Carr, Blaire Morgan, Liz Gulliford, David Carr

Research output: Contribution to JournalArticlepeer-review

Abstract

In a rapidly expanding academic literature on gratitude, psychologists, philosophers and educational theorists have argued that gratitude is not just of great psycho-social importance but also of moral significance. It would therefore seem to follow that the promotion of gratitude is also of moral educational significance. In this regard, recent attempts by psychologists to develop practical interventions designed to make people more grateful should be of some interest. However, while appreciating some benefits of such work, this article argues that much of it falls short of the educational task of developing an adequate pedagogy of gratitude focused on assisting learners’ acquaintance with the complex normative grammar (moral and conceptual) of gratitude discourse. With reference to ongoing work by the authors, the article proceeds to explore further this important dimension of educating gratitude.
Original languageEnglish
Article number1
Pages (from-to)97-112
Number of pages16
JournalJournal of Moral Education
Volume44
Issue number1
DOIs
Publication statusE-pub ahead of print - 6 Feb 2015

Keywords

  • gratitude
  • gratitude interventions
  • positive psychology
  • moral and conceptual issues

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