David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 32 (3):233-250 (2003)
This study investigated teachers' views of forgiveness and institutional pardon for conflict resolution at schools. We asked, "Should teachers endorse student resolution of interpersonal conflicts at school by asking for forgiveness and forgiving?" "Considering that students' conflict led to behaviours that violated norms in the school, should schools pardon students' misconduct if students effectively used forgiveness for interpersonal conflict resolution?" Finally, "Is an internal and autonomous orientation for forgiveness related to social harmony or interpersonal ethics of care?" Fifty-three participants answered a background information questionnaire and two dilemmas. Findings showed that teachers endorse forgiveness as social expectation, a humanitarian, moral response to conflicts at conventional levels. Teachers do not endorse institutional pardon because they do not perceive forgiveness as being related to resolving social issues. Opposition to forgiveness and pardon was supported by authoritarian, discipli narian views of education
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References found in this work BETA
Fon-Yean Chang (1994). School Teachers' Moral Reasoning. In James R. Rest & Darcia Narváez (eds.), Moral Development in the Professions: Psychology and Applied Ethics. L. Erlbaum Associates. 71--83.
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Fritz Oser & Wolfgang Althof (1993). Trust in Advance: On the Professional Morality of Teachers. Journal of Moral Education 22 (3):253-275.
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