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  1.  4
    Integrating Thomistic Virtue Ethics with an Eriksonian Identity Perspective: A New Moral Identity Assessment.Tonia Bock, Heidi Giebel, Taylor Hazelbaker & Logan Tufte - 2021 - Journal of Moral Education 50 (2):185-201.
    ABSTRACT Psychologists have broadly conceptualized moral identity as the degree to which one prioritizes and defines oneself in terms of moral goals, values, and commitments. We offer a new moral identity measure: one that integrates philosophical ethical theory with an Eriksonian identity perspective specific to adolescence and emerging adulthood. Participants completed our new measure along with four other measures of moral behaviors and motivations. Participants formed unique clusters based on choosing Thomistic virtues versus choosing non-virtues, and the degree to which (...)
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  2.  6
    ‘Who Said We Play to Hit Each Other?’ Early Childhood Teachers’ Responses to Children’s Transgressions.Andrea Bustamante, Carolina Maldonado-Carreño, Olga Lucía González, María Angélica Navia, Eliana Carolina Restrepo & Diana Fernanda Torres - 2021 - Journal of Moral Education 50 (2):233-249.
    ABSTRACT One hundred and ninety-eight hours of teacher-student interactions following transgressions in 109 early childhood classrooms in Colombia were observed to describe: the types of responses teachers used to address students’ moral and conventional transgressions, whether those responses were appropriate for the type of transgression, and the type of reflection promoted by the teachers on issues related to the socio-moral domains. Findings evidenced that the most prevalent responses did not allude to moral or conventional issues, and did not include a (...)
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  3.  15
    Empathy and Moral Education, Theatre of the Oppressed, and The Laramie Project.Andrew J. Corsa - 2021 - Journal of Moral Education 50 (2):219-232.
    Notable theorists have argued that theatre and drama play positive roles in the moral education of children and adults, including cultivating their capacity for empathy. Yet other theorists have expressed concerns that plays and educational practices involving improvisation might not lead to positive changes in real life, and might even have negative influences on actors and audiences. This paper focuses in particular on the dramatic methods employed by Theatre of the Oppressed, devised by Augusto Boal, and on the methods involved (...)
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  4.  5
    R. S. Peters’ Philosophy of Moral Education in Relation to His Freudian Psychology.Stefaan E. Cuypers - 2021 - Journal of Moral Education 50 (2):122-139.
    ABSTRACT One of R. S. Peters’ interests was psychoanalysis. In this paper, I explore the relation between Peters’ philosophy of moral education and his Freudian psychology. In section 2 of the paper, I introduce Peters’ Freudian supplementation of the Piaget-Kohlberg model of moral development. To clarify the way in which Peters deals with two unresolved issues of this model, I examine, in section 3, his account of Freud’s conceptions of mental health and illness, character and the emotions. In section 4, (...)
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  5. Links Between Moral Identity and Political Purpose During Emerging Adulthood.Hyemin Han, Parissa Jahromi Ballard & Youn-Jeng Choi - 2021 - Journal of Moral Education 50 (2):166-184.
    ABSTRACT We examined the links between moral identity—the centrality of moral principles to identity—and political purpose during emerging adulthood. We analyzed data from two waves of a longitudinal study of civic purpose. T1 surveys were collected before high school graduation, and T2 surveys were collected 2 years later. We categorized people into political purpose groups based on the person-centered perspective and then performed a multinomial logistic regression analysis to test whether moral identity was associated with categories of political purpose. The (...)
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  6.  1
    Moral Reasoning in Peer Conversations During Game-Based Learning: An Exploratory Study.Robyn Ilten-Gee & Lacey J. Hilliard - 2021 - Journal of Moral Education 50 (2):140-165.
    ABSTRACT This mixed-methods study is an exploration of fifth and sixth grade students’ interactions with an online game called Quandary, a comic-book-esque game aimed at stimulating ethical decision-making. Building on the domain-based moral education framework, researchers designed and implemented a short-term intervention in three classrooms in which students played an episode of Quandary in pairs. Students’ pre- and post-test reasoning assessment responses were coded for reasoning levels and coordination types. Conversations between 12 student pairs were recorded during game-play. We coded (...)
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  7.  7
    Awaiting the Owl of Minerva: Some Thoughts on the Present and Future of Moral Education.Kristján Kristjánsson - 2021 - Journal of Moral Education 50 (2):115-121.
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  8.  2
    Hostility and Civic Moral Disengagement: Cognitive Reappraisal and Expressive Suppression as Moderators.Alexandra Maftei, Cristina-Maria Bostan & Daniela-Victoria Zaharia - 2021 - Journal of Moral Education 50 (2):202-218.
    ABSTRACT The present study focuses on explaining the incremental role of emotion regulation and hostility in the tendency of young adults to use moral disengagement strategies to avoid self-condemnation for their immoral conduct. We aimed to extend the area of investigation concerning the moral effects of emotion regulation and hostility, by exploring the association between hostility and civic moral disengagement, and the moderating role of emotional regulation strategies within this association. One hundred and sixty-three young adults aged 16 to 30 (...)
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  9.  7
    Morality, Complexity and Relationships.John Alderdice - 2021 - Journal of Moral Education 50 (1):13-20.
    ABSTRACT The changes associated with the Renaissance, Reformation and Enlightenment moved the seat of authority from princes and bishops to the individual and made the application of rationality the measure of believability. This paper argues that the current period of socio-political and moral upheaval, triggered by disruptive technology, anger about corruption and distrust of intellectual elites, is resulting in a move beyond linear and reductionist thinking to an approach characterised by complexity, and from rationalism to relational thinking. Some implications for (...)
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  10.  9
    Narrative and Truth in a World of Alternative Facts: The Moral Challenge for Education.Molly Andrews - 2021 - Journal of Moral Education 50 (1):32-38.
    ABSTRACT This article explores the role of educators in our current environment, where truth and truthfulness must fight their corner in a world of ‘alternative facts’. The article opens with a review of the effects of the 24/7 news cycle on our sense of the overall well-being of the world, then discusses the meaning of moral identity and questions whether this is something which can be taught, and moves to a consideration of the role of moral mentors. The paper concludes (...)
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  11.  9
    The Three Gifts of Teaching: Towards a Non-Egological Future for Moral Education.Gert Biesta - 2021 - Journal of Moral Education 50 (1):39-54.
    ABSTRACT The centrality of learners and their learning in contemporary educational discourse and practice, seems to suggest that the self of the student should be at the heart of the educational endeavour. This is not just an educational programme, but actually an expression of a particular way of thinking about human beings and their position in the world; a way of thinking which, after Levinas, I characterise as egological. In this paper I explore an alternative approach that centres on the (...)
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  12.  5
    Chaos or Coherence? Future Directions for Moral Education.James C. Conroy - 2021 - Journal of Moral Education 50 (1):1-12.
    ABSTRACT This introduction attempts to draw together the various threads which comprise this special issue and place them in the context of recent disruptions to the political order occasioned by the rise of populist politics, the resurgence of widespread racial tensions in a number of polities and the emergence of a global pandemic. Central to the challenges thrown up by these ‘events’ and a motive force, has been the incremental advancement of libertarianism with its capacity to disorient and displace a (...)
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  13.  7
    The Legacies of 1945: The Evolutions of European Civic Morality.Martin Conway - 2021 - Journal of Moral Education 50 (1):21-31.
    ABSTRACT This article explores the widespread use of the ‘lessons’ of the era of the Second World War in Europe since 1945. This usage proved to be a resilient element of European cultural values, especially in Western Europe during the era of the Cold War. However, with the emergence of a more diverse and pluralist Europe since 1989, so this form of civic morality has been replaced by new narratives of the war years, and of the twentieth century as a (...)
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  14.  11
    Critical Perspectivism: Educating for a Moral Response to Media.Laura D’Olimpio - 2021 - Journal of Moral Education 50 (1):92-103.
    ABSTRACT Social media is a key player in contemporary political, cultural and ethical debates. Given much of online engagement is characterised by impulsive and emotive responses, and social media platforms encourage a form of sensationalism that promotes epistemic vices, this paper explores whether there is space online for moral responses. This paper defends the need for moral engagement with online information and others, using an attitude entitled ‘critical perspectivism’. Critical perspectivism sees a moral agent adopt a critical eye, supplemented by (...)
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  15.  7
    Moral Sciences and the Role of Education.Tobias Krettenauer - 2021 - Journal of Moral Education 50 (1):77-91.
    ABSTRACT In the first 20 years of the 21st century, research on morality grew exponentially in social sciences and related fields. A corresponding upsurge in the field of moral education has not been observed. It appears that there is a widening gap between the science of morality and the field of moral education, which once were closely interconnected fields. The present paper explores why this gap occurred and what could be done about it. It is argued that today’s moral sciences (...)
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  16.  8
    Moral Education in a Time of Human Ecological Devastation.Darcia Narvaez - 2021 - Journal of Moral Education 50 (1):55-67.
    ABSTRACT Stories of civilization and progress tell us that humans cannot help being destructive, selfish, and aggressive, which are side effects of progress requiring sanctions and engineering. It can be argued that this approach has brought about the ecological collapse we face today. The older, more widespread view—that human personality and behavior are shaped by social support—respects the dignity of the individual and of other than humans, disallows coercion and expects high autonomy and communalism. The latter we can call the (...)
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  17.  2
    Moral Education and the Challenge of Pre-Service Professional Formation for Teachers.Janet Orchard - 2021 - Journal of Moral Education 50 (1):104-113.
    ABSTRACT As teaching, irrespective of its geographical location involves personal relationships, all teachers are in some sense moral educators through the ‘hidden curriculum’, or learning which takes place through the process of being educated. However, teacher education in many parts of the world is increasingly preoccupied with content and academic attainment for its own sake, rendering it insufficiently attentive to those fundamentally human concerns that characterize teaching and through which teachers educate their students. This paper attends to those elements that (...)
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  18.  12
    Robots as Persons? Implications for Moral Education.Michael J. Reiss - 2021 - Journal of Moral Education 50 (1):68-76.
    ABSTRACT At present there is a clear distinction between robots and persons. In this article I explore the possibility that this distinction may not hold in perpetuity, as some robots attain personhood. I argue that personhood is an emergent property in both the development of individuals and the evolution of life, that personhood may not require a carbon-based existence, and that, given that robots are being made with ever greater powers of cognition, at some point these powers of cognition may (...)
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