David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Moral Education 35 (4):495-518 (2006)
Any democratic society must concern itself with the socialization of its citizens. This begins in childhood, and schools are critical to this process. The interrelations and roles of educating for character and educating for citizenship are explored, largely in a North American context. It is argued that citizenship education necessarily entails character and moral formation, but this integration is hindered by negative stereotyping between the two fields. In addition, negative stereotyping between the fields of moral education and character education further complicates attempts at synthesis. Through explorations of each of these domains and their similarities and differences, it is concluded that the role of schools in fostering the development of moral citizens in democratic societies necessitates focus on moral development, broader moral and related character development, teaching of civics and development of citizenship skills and dispositions. Moreover, these outcomes overlap and cut across the fields of moral, character and citizenship education
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Citations of this work BETA
Fritz Oser, Wolfgang Althof & Ann Higgins-D'Alessandro (2008). The Just Community Approach to Moral Education: System Change or Individual Change? Journal of Moral Education 37 (3):395-415.
Viktor Gardelli, Eva Alerby & Anders Persson (2014). Why Philosophical Ethics in School: Implications for Education in Technology and in General. Ethics and Education 9 (1):16-28.
Patrick Schmidt (2012). What We Hear is Meaning Too: Deconstruction, Dialogue, and Music. Philosophy of Music Education Review 20 (1):3-24.
Don Rowe (2006). Taking Responsibility: School Behaviour Policies in England, Moral Development and Implications for Citizenship Education. Journal of Moral Education 35 (4):519-531.
Jeffrey Dill (2007). Durkheim and Dewey and the Challenge of Contemporary Moral Education. Journal of Moral Education 36 (2):221-237.
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