Красочно оформленная книга для юных красавиц по изучению согласных букв английского алфавита.
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G. in role play, socio-drama, play-writing and painting), it is claimed that adolescents will learn to become more sensitive to other people's needs and interests, to predict the consequences of actions and to develop greater overall social awareness. After ten years' use in secondary schools the materials were updated. There also appeared in 1978 an additional set of materials entitled 'Startline', devised for children of 8-13 years, which placed a similar emphasis upon the development of interpersonal understanding and empathy.
Although our brief survey of these features has involved some preliminary spadework, a lot of ground remains to be cleared. A false impression may also have been given so far in this chapter, despite warnings to the contrary, that considerable unanimity exists among moral philosophers about the features of morality. It is now time, then, to examine more specific, conflicting accounts of those features, as this will serve the dual purpose of helping us to probe more deeply into what might be meant by children 'being good', and of illustrating the typical cut-andthrust of philosophical disputation.
35 which can be made. The reader must not, then, assume at any point that a final, unchallengeable, 'right' answer has been given, for philosophy is not like that. Further reading, as suggested at the end of the book, will soon confirm this. 2 The least controversial features of morality Some of these features have already been hinted at in connection with the 'moralistic argument' in Chapter 1. It was argued there that moral behaviour cannot be simply that which conforms to the dictates of some authority, because being moral cannot be equated with doing as one is told.