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  1. Joyce Aalberts, Edwin Koster & Robert Boschhuizen (2012). From Prejudice to Reasonable Judgement: Integrating (Moral) Value Discussions in University Courses. Journal of Moral Education 41 (4):437-455.
    The central question addressed in this article is how (moral) values discussions in university courses can be integrated in a systematic way. Discussion of (moral) values is fundamental to the Dublin descriptor about judgement formation in use in European universities. To integrate this descriptor and its (moral) values aspects in university courses, we developed a tool for evaluating academic judgement learning: the Dilemma-Oriented Learning Model. We introduce this model and discuss the way it has been implemented and evaluated in some (...)
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  2. Annalise Acorn & Jason Buttuls (2013). The Not Now Habit: Procrastination, Legal Ethics and Legal Education. Legal Ethics 16 (1):73-96.
    In this paper we examine the relationship between diligence and ethics and the connection between procrastination and ethical misconduct for lawyers. From there we ask the question of whether legal education does enough to teach law students good habits of time management that might minimize the kind of procrastination that so often goes hand in hand with lawyer malfeasance. Far from concluding that legal education addresses these issues adequately we advance the claim that legal education actually teaches procrastination. Drawing on (...)
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  3. Sigrun Adalbjarnardottir (2012). Moral Professionalism in Interaction: Educators' Relational Moral Voices in Urban Schools. Journal of Moral Education 41 (1):143-145.
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  4. Rebecca Adami (2014). Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights. Ethics and Education 9 (1):29-38.
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  5. O. Adamolekun & I. R. Boyinbode (1986). Prospects for Effective Sex Education in Nigerian Secondary Schools. Journal of Moral Education 15 (3):229-235.
    Abstract Two questionnaires, designated as Teachers? Questionnaire on Sex Education (TQSE) and Student Teachers? Questionnaire on Sex Education (SQSE) were administered to teachers and student teachers respectively to find out how interested, willing and prepared they are to be involved in sex education programmes in Nigerian secondary schools. This approach was predicated on the belief that teachers have a vital role to play in implementing any government policy on sex education particularly if such policies are to be routed through the (...)
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  6. Stephen Adams (2009). Follow the Money: Engineering at Stanford and UC Berkeley During the Rise of Silicon Valley. Minerva 47 (4):367-390.
    A comparison of the engineering schools at UC Berkeley and Stanford during the 1940s and 1950s shows that having an excellent academic program is necessary but not sufficient to make a university entrepreneurial (an engine of economic development). Key factors that made Stanford more entrepreneurial than Cal during this period were superior leadership and a focused strategy. The broader institutional context mattered as well. Stanford did not have the same access to state funding as public universities (such (...)
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  7. Iain Adamson (1972). Teachers' Centres and Curriculum Change. Journal of Moral Education 2 (1):77-80.
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  8. Clement A. Adebamowo (2010). Medical Ethics Education: A Survey of Opinion of Medical Students in a Nigerian University. [REVIEW] Journal of Academic Ethics 8 (2):85-93.
    In Nigeria, medical education remains focused on the traditional clinical and basic medical science components, leaving students to develop moral attitudes passively through observation and intuition. In order to ascertain the adequacy of this method of moral formations, we studied the opinions of medical students in a Nigerian university towards medical ethics training. Self administered semi-structured questionnaires were completed by final year medical students of the College of Medicine, University of Ibadan, Nigeria. There were 82 (64.1%) male and 44 (34.4%) (...)
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  9. O. Malomo Adefolarin, O. Ogundiran Temidayo & Adebayo Adejumo Ayodele Jegede (2008). The Nigeria Experience. Journal of Academic Ethics 6 (4).
    This article featuring Nigeria constitutes one of five articles in a collection of essays on local capacity-building in research ethics by graduates from the University of Toronto’s Joint Centre for Bioethics MHSc in Bioethics, International Stream programme funded by the Fogarty International Center for Advanced Study in the Health Sciences (FIC). The first National Health Research Ethics Committee was inaugurated in 2006. Since then, more institutional health research ethics committees continue to be formed. However, research ethics challenges in Nigeria are (...)
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  10. Howard Adelman (2009). Research on the Ethics of War in the Context of Violence in Gaza. Journal of Academic Ethics 7 (1-2):93-113.
    The paper first demonstrates the ability to provode objective data and analyses during war and then examines the need for such objective gathering of data and analysis in the context of mass violence and war, specifically in the 2009 Gaza War. That data and analysis is required to assess compliance with just war norms in assessing the conduct of the war, a framework quite distinct from human rights norms that can misapply and deform the application of norms such as proportionality (...)
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  11. C. P. Adkins (2011). A Pathway For Educating Moral Intuition: Experiential Learning Within the Giving Voice to Values Curriculum. Journal of Business Ethics Education 8 (1):383-391.
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  12. Christopher P. Adkins (2012). A Pathway for Educating Moral Intuition. Journal of Business Ethics Education 8 (1):383-391.
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  13. Alireza Ahmadi (2012). Cheating on Exams in the Iranian EFL Context. Journal of Academic Ethics 10 (2):151-170.
    The present study aimed at investigating the status of cheating on exams in the Iranian EFL context. One hundred thirty two university students were surveyed to this end. They were selected through convenient sampling. The results indicated that cheating is quite common among the Iranian language students. The most important reasons for this behavior were found to be “not being ready for the exam”, “difficulty of the exam”, “lack of time to study” and “careless and lenient instructors”. The study also (...)
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  14. Akakandelwa Akakandelwa, Priti Jain & Sitali Wamundila (2013). Academic Dishonesty. Journal of Information Ethics 22 (2):141-154.
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  15. Hanif Akar, Annice Barber, Jason J. Barr, Mickey Bebeau, Roger Bergman, Marvin W. Berkowitz, Angela Bermudez, Augusto Blasi, Lawrence A. Blum & Tonia Bock (2012). Journal of Moral Education Referees in 2011. Journal of Moral Education 41 (2):273-277.
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  16. Jennifer Akeley Spear & Ann Neville Miller (2012). The Effects of Instructor Fear Appeals and Moral Appeals on Cheating-Related Attitudes and Behavior of University Students. Ethics and Behavior 22 (3):196 - 207.
    Little attention has been paid in academic dishonesty literature to empirically testing the effectiveness of different instructor communication strategies to minimize cheating. Using a quasi-experimental design, we compared the effectiveness of instructor fear appeals and moral appeals on student cheating-related attitudes and behavior. Cheating was most strongly associated with neutralizing attitudes in the moral appeal condition. Also, the relationship between observation of others cheating and self-reported cheating behaviors was stronger in both treatment conditions than in the control condition. Although a (...)
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  17. J. A. Akinpelu (1974). Avenues of Moral Education in Some Nigerian Secondary (Grammar) Schools: A Survey. Journal of Moral Education 3 (3):259-269.
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  18. Yeslam Al-Saggaf & John Weckert (2011). Privacy From a Saudi Arabian Perspective. Journal of Information Ethics 20 (1):34-53.
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  19. Sara Irisdotter Aldenmyr (2013). Recognition and Distance in Therapeutic Education: A Swedish Case Study on Ethical Qualities Within Life Competence Education. Ethics and Education 8 (2):140-152.
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  20. Sara Irisdotter Aldenmyr (2012). Moral Aspects of Therapeutic Education: A Case Study of Life Competence Education in Swedish Education. Journal of Moral Education 41 (1):23-37.
    Educational philosophers and sociologists have pointed out the potential risks of an educational trend of therapy, which seems to have connotations with Western macro-discourses of individualisation, popularised psychology and privatisation of the public room. The overall purpose of this article is to discuss potential risks and possibilities regarding moral aspects of therapeutic approaches in education from a teacher perspective. I will present the non-mandatory Swedish topic Livskunskap, life competence education (LCE), in a case study in the field of therapeutic education. (...)
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  21. Eva Alerby & Ulrika Bergmark (2008). Developing an Ethical School Through Appreciating Practice? Students' Lived Experience of Ethical Situations in School. Ethics and Education 3 (1):41-55.
    In meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students' lived experiences of ethical situations in their school. The participants in the study were students in a Swedish secondary school, and the empirical data consisted of written (...)
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  22. Hanan Alexander (2014). Education in Nonviolence: Levinas' Talmudic Readings and the Study of Sacred Texts. Ethics and Education 9 (1):58-68.
  23. Hanan A. Alexander (2005). Education in Ideology. Journal of Moral Education 34 (1):1-18.
    There is a thought that stops all thought. That is the thought that ought to be stopped. (Chesterton, 1952, p.?58) In this paper I distinguish between two sorts of ideologies, moral (or ethical) ideologies that embrace the conceptual condition of human agency: free will, moral intelligence, and fallibility; and amoral (or non?ethical) ideologies that do not. Initiation into the former, which are suited to open societies, is best accomplished through education, whereas transmission of the latter, which are preferred in closed (...)
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  24. Michael Alfred & Christopher Chung (2012). Design, Development, and Evaluation of a Second Generation Interactive Simulator for Engineering Ethics Education (SEEE2). Science and Engineering Ethics 18 (4):689-697.
    This paper describes a second generation Simulator for Engineering Ethics Education. Details describing the first generation activities of this overall effort are published in Chung and Alfred (Sci Eng Ethics 15:189–199, 2009). The second generation research effort represents a major development in the interactive simulator educational approach. As with the first generation effort, the simulator places students in first person perspective scenarios involving different types of ethical situations. Students must still gather data, assess the situation, and make decisions. The approach (...)
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  25. Dick Allen (2003). Crossing the Picket Line: A Brief Faculty Memoir of the Historic University of Bridgeport Strike. [REVIEW] Journal of Academic Ethics 1 (3):331-339.
    This memoir provides the personal story of a tenured poet who initially walked the picket line during the 1990 University of Bridgeport faculty strike. During the strike's second week, he made the difficult decision to cross the picket line of a union he helped create seventeen years earlier. He continually relives his strike experience.
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  26. Gary Allen (2008). Getting Beyond Form Filling: The Role of Institutional Governance in Human Research Ethics. [REVIEW] Journal of Academic Ethics 6 (2):105-116.
    It has become almost a truism to describe the interaction between research ethics committees and researchers as being marred by distrust and conflict. The ethical conduct of researchers is increasingly a matter of institutional concern because of the degree to which non-compliance with national standards can expose the entire institution to risk. This has transformed research ethics into what some have described as a research ethics industry. In an operational sense, there is considerable focus on modifying research behaviour through a (...)
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  27. Philmore Alleyne & Kimone Phillips (2011). Exploring Academic Dishonesty Among University Students in Barbados: An Extension to the Theory of Planned Behaviour. [REVIEW] Journal of Academic Ethics 9 (4):323-338.
    This paper applies Beck and Ajzen’s (Journal of Research in Personality 25:285–301, 1991 ) extended version of the theory of planned behaviour model to the decisions of students to engage in academic dishonesty (cheating and lying). The model proposes that students’ intentions to engage in dysfunctional behaviours may be influenced by attitudes, subjective norms, perceived behavioural control and moral obligation. This study was done using a survey questionnaire of 363 undergraduate students at a West Indian University. Based on the extended (...)
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  28. Philmore Alleyne, Diana Weekes-Marshall, Stacey Estwick & Robertine Chaderton (2014). Factors Influencing Ethical Intentions Among Future Accounting Professionals in the Caribbean. Journal of Academic Ethics 12 (2):129-144.
    Ethical decision-making is an important function among accountants. This paper sought to determine the factors influencing the ethical intentions of future accounting professionals. Specifically, this study tested the applicability of the theory of reasoned action (TRA), theory of planned behavior (TPB) and the extended model of the theory of planned behavior (ETPB) in predicting accounting students’ intentions to act unethically (breaching confidentiality and charging expenses). Data was collected via a survey questionnaire from 298 accounting students at a Caribbean university. Results (...)
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  29. Brenda Almond (2010). Education for Tolerance: Cultural Difference and Family Values. Journal of Moral Education 39 (2):131-143.
    Those who would defend liberal democracy in today?s changing world face a new toleration debate. While we still want to help our children grow up to see the world from other perspectives than their own, we are no longer as sure as we were that we know what toleration means or what it entails. Where education is concerned, it seems the focus is on tolerance as an attitude?encouraging people to be tolerant?but where the public debate is concerned, the focus is (...)
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  30. Nimrod Aloni (2010). The Fundamental Commitments of Educators. Ethics and Education 3 (2):149-159.
    This article seeks to examine central aspects of the relationship between ethics and education in the beginning of the twenty-first century. Since both ethics and education are practical disciplines that are bound to deal with and are challenged by human predicaments, cultural ills and social evils, it seems that in examining the relations between the two, one is required to go beyond analytic elucidation into a more normative, prescriptive and political discourse. It is in light of this understanding and in (...)
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  31. E. Alpay (2013). Student-Inspired Activities for the Teaching and Learning of Engineering Ethics. Science and Engineering Ethics 19 (4):1455-1468.
    Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented in (...)
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  32. Robert J. Alpern, Richard Belitsky & Sharon Long (2011). Competencies in Premedical and Medical Education The AAMC–HHMI Report. Perspectives in Biology and Medicine 54 (1):30-35.
    One hundred years ago, Flexner emphasized the role of science in medical education. With a 21st-century perspective, the question may be posed anew: is science relevant to medical education and practice? If so, then which areas of science are fundamental to learning and making ongoing decisions in medicine? The answers to these questions should determine what is needed in the preparation of an undergraduate student for medical school.Educators and students alike question the relevance of current premedical requirements, and there is (...)
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  33. Sami Alsmadi (2008). Marketing Research Ethics: Researcher's Obligations Toward Human Subjects. Journal of Academic Ethics 6 (2):153-160.
    This paper addresses the growing concern over violation of research ethics in marketing, in particular rights of human subjects in fieldwork, notably the right to informed consent; right to privacy and confidentiality; and right not to be deceived or harmed as a result of participation in a research. The paper highlights the interaction of the three main parties involved in most marketing research: the sponsoring organization (client or user), researcher, and participant in the survey, focusing on researcher’s ethical responsibilities in (...)
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  34. Dorit Alt (2014). Assessing the Connection Between Students' Justice Experience and Attitudes Toward Academic Cheating in Higher Education New Learning Environments. Journal of Academic Ethics 12 (2):113-127.
    The present study is aimed at comprehensively assess tendency to neutralize (justify) academic cheating as a function of individual experience of teachers’ just behavior and new learning environments (NLE), while considering the Belief in a Just World (BJW) as a personal resource that has the potential to enhance those experiences. Data were collected from a sample of 193 second-year undergraduate college students. Path analysis main results showed that students who evaluated their teachers’ behavior toward them personally as just, held more (...)
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  35. Nivia Álvarez Aguilar, Carmen Marín Rodríguez & Arturo Torres Bugdud (2012). La interacción tutor-estudiante en la Educación Superior. Un acercamiento a su diagnóstico. Humanidades Médicas 12 (3):409-426.
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  36. Bruce Anderson (2003). Are University Professors Qualified to Teach Ethics? Journal of Academic Ethics 1 (2):217-219.
    In the light of recent talk in Canadian business schools about the importance of teaching courses in business ethics, the authors ask whether business professors have the qualifications required to teach business ethics. They point to various ethical dilemmas that arise in a collegial setting and argue that academics who teach business ethics have to first understand the complex ethical situations in which they find themselves if business ethics is to be taught in a meaningful way.
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  37. Bruce Anderson (2003). Are University Professors Qualified to Teach Ethics? Journal of Academic Ethics 1 (2):217-219.
    In the light of recent talk in Canadian business schools about the importance of teaching courses in business ethics, the authors ask whether business professors have the qualifications required to teach business ethics. They point to various ethical dilemmas that arise in a collegial setting and argue that academics who teach business ethics have to first understand the complex ethical situations in which they find themselves if business ethics is to be taught in a meaningful way.
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  38. M. S. Anderson (1996). Misconduct and Departmental Context-Evidence From the Acadia Institute's Graduate Education Project. Journal of Information Ethics 5 (1):15-33.
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  39. Susan Leigh Anderson (2003). Teaching Today's Students How to Examine Ethical Issues and Be More Actively Involved in the Learning Process. Journal of Academic Ethics 1 (2):189-198.
    In response to the difficulty of teaching an increasingly large number of students who are ill prepared for the sort of abstract thinking and well-structured essay writing that are essential to the field of Philosophy, I have discovered a five-step method for teaching students in my Philosophy and Social Ethics course how to examine any ethical issue and write well-structured essays discussing the issue. Just as important, students are now required to take more responsibility for the learning process which, I (...)
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  40. Donald Anders‐Richards (1972). Moral and Religious Education. Journal of Moral Education 1 (2):103-107.
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  41. Liviu Andreescu (2013). Self-Plagiarism in Academic Publishing: The Anatomy of a Misnomer. [REVIEW] Science and Engineering Ethics 19 (3):775-797.
    The paper discusses self-plagiarism and associated practices in scholarly publishing. It approaches at some length the conceptual issues raised by the notion of self-plagiarism. It distinguishes among and then examines the main families of arguments against self-plagiarism, as well as the question of possibly legitimate reasons to engage in this practice. It concludes that some of the animus frequently reserved for self-plagiarism may be the result of, among others, poor choice of a label, unwarranted generalizations as to its ill effects (...)
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  42. J. N. Andrews (1976). Social Education and Respect for Others. Journal of Moral Education 5 (2):139-143.
    Abstract: Bringing children to have respect for others is generally regarded as a central task of moral and social education. In this article one particular view of what ?respect for others? means and how it is justified is examined critically and found to be unsatisfactory. This view states that ?respect for others? follows logically from the proper conceptualization of ?person?, and claims, as a consequence, that in bringing children to respect others moral educators would be engaged primarily in a cognitive (...)
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  43. Armand H. Matheny Antommaria (2012). Empowering, Teaching, and Occasionally Advocating: Clinical Ethics Consultants' Duties to All of the Participants in the Process. American Journal of Bioethics 12 (8):11 - 13.
    The American Journal of Bioethics, Volume 12, Issue 8, Page 11-13, August 2012.
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  44. George Antonouris (1977). Review Article: The Roles of Counsellors in Education. Journal of Moral Education 6 (2):132-137.
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  45. Susan B. Apel (2010). Teaching Health Law. Journal of Law, Medicine and Ethics 38 (2):420-426.
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  46. Barbara Applebaum (2008). Voice - for Whose Benefit? Identity - at Whose Expense? Changing Minds - at What Cost? A Rejoinder to Jackson. Journal of Moral Education 37 (2):239-243.
    Applebaum acknowledges the importance of the questions that Jackson raises and also clarifies some claims that Jackson mistakenly attributes to her. Applebaum queries Jackson's identification of ?unreasonableness? with ignorance and cautions that a concern for students becoming ?reasonable? must not preclude the possible costs to those who must endure the education of the privileged.
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  47. Barbara Applebaum (2003). Social Justice, Democratic Education and the Silencing of Words That Wound. Journal of Moral Education 32 (2):151-162.
    Classrooms and schools represent a "culture of power" to the extent that they mirror unjust social relations that exist in the larger society. Progressive educators committed to social justice seek to disrupt those social relations in the classroom that function to silence marginalised students, but neutralising those who attempt to reassert power is problematic. This paper investigates the questions: is it ever justified to use power to interrupt power? Does all silencing subjugate? Arguments for and against the censorship of teachers (...)
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  48. Barbara Applebaum (2002). Teaching Applied Ethics, Critical Theory, and “Having to Brush One's Teeth”. Teaching Philosophy 25 (1):27-40.
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  49. Barbara Applebaum (2001). Raising Awareness of Dominance: Does Recognising Dominance Mean One has to Dismiss the Values of the Dominant Group? Journal of Moral Education 30 (1):55-70.
    Social justice education, it is argued, is a form of and essential to moral education, especially for dominant group affiliated students. Under this condition, one of the essential goals of social justice education must be raising an awareness of dominance. The meaning of dominance is discussed and it is argued that overly simplistic conceptions of what dominance means may lead to the mistaken assumption that in order to recognise one's own dominance, one has to reject the values of the dominant (...)
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  50. Ulisses Araújo & Valéria Arantes (2009). The Ethics and Citizenship Program: A Brazilian Experience in Moral Education. Journal of Moral Education 38 (4):489-511.
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