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 25 (1):31-37 (1996)
Abstract This paper argues that most school?based moral education programmes are limited by their exclusive focus on moral reflection and their neglect of moral habit, effect and commitment. In order to have a far?reaching impact on young people's moral conduct, schools must join with other institutions, including families, churches, youth programmes and other community organisations to provide a clear and coherent set of expectations for young people. The goals of this co?operation across institutions should be to promote the development of responsible moral habits, mature moral reflection, a sense of self with moral concerns at the core and an integration of habit and reflection, morality and the self
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References found in this work BETA
Gil G. Noam & Thomas E. Wren (1993). The Moral Self. Ethics 44 (4):385.
Citations of this work BETA
Marta Guivernau & Joan L. Duda (2002). Moral Atmosphere and Athletic Aggressive Tendencies in Young Soccer Players. Journal of Moral Education 31 (1):67-85.
Susan Moller Okin & Rob Reich (1999). Families and Schools as Compensating Agents in Moral Development for a Multicultural Society. Journal of Moral Education 28 (3):283-298.
Pedro Ortega Ruiz & Ramon Minguez Vallejos (1999). The Role of Compassion in Moral Education. Journal of Moral Education 28 (1):5-17.
David D. Williams, Stephen C. Yanchar, Larry C. Jensen & Cheryl Lewis (2003). Character Education in a Public High School: A Multi-Year Inquiry Into Unified Studies. Journal of Moral Education 32 (1):3-33.
Ab Halim Tamuri (2007). Islamic Education Teachers' Perceptions of the Teaching of Akhlaq in Malaysian Secondary Schools. Journal of Moral Education 36 (3):371-386.
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