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  1.  1
    Can Higher Education Increase Students’ Moral Reasoning? The Role of Student Engagement in the U.S.Wei-Lin Chen & Yun-Wen Chan - 2022 - Journal of Moral Education 51 (2):169-185.
    ABSTRACT This study aims to explore the relationships between different types of student engagement and moral reasoning development among U.S. college students. Using the Wabash National Study of Liberal Arts Education, a longitudinal dataset, and applying fixed-effect and random-effects models, the results indicate that various types of student engagement, including honors programs, participation in undergraduate research, and the frequency of nonclassroom interaction with faculty, improve students’ moral reasoning. This study provides a comprehensive understanding of student engagement in the development of (...)
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  2.  1
    Heightening of Moral Identity: The Role of Mobile Prosocial Messages and Presence.Tiong-Thye Goh, Xin Dai, Ian Qiyuan Liu & Baotang Wen - 2022 - Journal of Moral Education 51 (2):139-154.
    ABSTRACT This study investigated the relationship between prosocial messages, the degree of presence induced from different message types and the heightening effect of moral identity. A total of 96 students were pre-tested with a moral identity scale and assigned to three experiment groups and one control group. Each of the experiment groups was exposed to a series of prosocial messages designed with different message characteristics daily. After 9 days the participants were subjected to moral identity and presence measures. Overall, presence (...)
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  3. Improved Model Exploration for the Relationship Between Moral Foundations and Moral Judgment Development Using Bayesian Model Averaging.Hyemin Han & Kelsie J. Dawson - 2022 - Journal of Moral Education 51 (2):204-218.
    Although some previous studies have investigated the relationship between moral foundations and moral judgment development, the methods used have not been able to fully explore the relationship. In the present study, we used Bayesian Model Averaging (BMA) in order to address the limitations in traditional regression methods that have been used previously. Results showed consistency with previous findings that binding foundations are negatively correlated with post-conventional moral reasoning and positively correlated with maintaining norms and personal interest schemas. In addition to (...)
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  4.  2
    Critical Harmony: A Goal for Deliberative Civic Education.Li-Ching Ho & Keith C. Barton - 2022 - Journal of Moral Education 51 (2):276-291.
    ABSTRACT This paper makes the case for including critical harmony as a complement to justice within civic education. The concept of harmony is significant for civic education because it acknowledges the crucial role that relationships play in society—an important moral, ethical, and social ideal in many cultures around the world. Harmony must also incorporate a critical dimension, however, by embracing conflict and tension, valuing difference and diversity, and striving for balance among divergent voices. By using examples of public issues such (...)
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  5.  2
    Social Media as Inadvertent Educators.Alkis Kotsonis - 2022 - Journal of Moral Education 51 (2):155-168.
    ABSTRACT My aim in this paper is to examine the epistemic habits that agents develop through frequent social media usage. I point out that extensive social media usage is conducive to the development of closed-mindedness and unreflective thinking and accordingly argue that social media act as inadvertent educators of epistemic vices. I contend that understanding social media as generators of epistemic dispositions is of significant import to intellectual character education. It shows the urgency of incorporating in educational curricula pedagogical methods (...)
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  6.  7
    Commencing Character: A Case Study of Character Development in College.Michael Lamb, Elise M. Dykhuis, Sara E. Mendonça & Eranda Jayawickreme - 2022 - Journal of Moral Education 51 (2):238-260.
    ABSTRACT In the last century, higher education has witnessed a shift away from explicit character education. Although scholarship has recently reemerged on the importance of character in college, there are almost no empirical investigations of courses intentionally designed to impact student character at the college level. The current study examines an innovative course intervention called ‘Commencing Character’ designed to intentionally teach 16 target virtues through direct instruction, application of seven research-based strategies of character development, and engagement with over 40 commencement (...)
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  7.  3
    The JME’s 50-Year Contribution to Moral Education: A Content Analysis 1971-2021.Angela Chi-Ming Lee - 2022 - Journal of Moral Education 51 (2):117-138.
    ABSTRACT In celebration of the 50th anniversary of the Journal of Moral Education in 2021, this study explores moral education research trends and changes as reflected in JME from 1971 to 2021, with special attention to significant changes in the last decade, a period of rapid digitalization and increasingly complex socio-cultural contexts, both local and global. Moral education trends, as reflected in the 1261 articles published in JME, were investigated using content analysis of disciplinary approaches, keywords, research methodologies, as well (...)
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  8. What Does Character Education Mean to Character Education Experts? A Prototype Analysis of Expert Opinions.Robert E. McGrath, Hyemin Han, Mitch Brown & Peter Meindl - 2022 - Journal of Moral Education 51 (2):219-237.
    Having an agreed-upon definition of character education would be useful for both researchers and practitioners in the field. However, even experts in character education disagree on how they would define it. We attempted to achieve greater conceptual clarity on this issue through a prototype analysis in which the features perceived as most central to character education were identified. In Study 1 (N = 77), we asked character education experts to enumerate features of character education. Based on these lists, we identified (...)
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  9.  21
    The True Self as Essentially Morally Good: An Obstacle to Virtue Development?Matt Stichter - 2022 - Journal of Moral Education 51 (2):261-275.
    Psychological research has revealed that there is a strong tendency for people to believe that they have a ‘true self’, and to believe that this true self is inherently morally good. This would seemingly be very good news for virtue theorists, since this may help to promote virtue development. While there are some obvious benefits to people having morality intrinsically tied to their sense of self, in this paper I want to suggest instead that there may also be some significant (...)
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  10.  1
    Cultivating Moral Eyes: Bridging the Knowledge-Action Gap of Privilege and Injustice Among Students in African Universities.Sharlene Swartz, Anye Nyamnjoh, Emma Arogundade, Jessica Breakey, Abioseh Bockarie & Oghoadena C. Osezua - 2022 - Journal of Moral Education 51 (2):186-203.
    ABSTRACT When opposing injustice, the failure to recognise wrong or translate knowledge into action are two problems with which moral education has to contend. The notion of ‘social restitution’ can be a helpful concept in addressing these challenges because it locates restitution at the level of interpersonal and communal moral responsibility. This is important because restitution is often seen almost exclusively as a government or institutional endeavour. This paper describes a study conducted amongst 72 students from four African universities in (...)
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  11.  7
    Social Science as an Inherently Moral Endeavor.Blaine J. Fowers - 2022 - Journal of Moral Education 51 (1):35-46.
    ABSTRACT The purpose of this paper is to argue that social science is an inherently moral enterprise. There are four reasons to see science as a moral endeavor based on the neo-Aristotelian recognition that morality is centered on human goods, not just right action. First, science is guided by epistemic values and underwritten by pro-science traits. Second, the outcomes of applied science are valued by scientists and others. Third, attempting to eliminate values from science is counterproductive because it leads to (...)
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  12.  4
    Introduction to the Special Issue: Research in Morality as an Integrated, Interdisciplinary Domain of Inquiry.Blaine J. Fowers - 2022 - Journal of Moral Education 51 (1):1-8.
    ABSTRACT Increasing divisiveness and prejudicial conflict in Western societies has accelerated interest in convincing moral knowledge. Although social science is a natural place to seek answers, these sciences are hindered by academic siloing. Moral education has also been distant from most research on morality, limiting both groups’ contributions. The new Network for Research on Morality addresses these needs by cultivating a cohesive, cumulative body of interdisciplinary research and pursuing a natural partnership with the Association for Moral Education. This special issue (...)
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  13.  3
    In Moral Relationship with Nature: Development and Interaction.Peter H. Kahn - 2022 - Journal of Moral Education 51 (1):73-91.
    ABSTRACT One of the overarching problems of the world today is that too many people see themselves as dominating other groups of people, and dominating nature. That is a root problem. And thus part of a core solution builds from Kohlberg’s commitment to a universal moral orientation, though extended to include not only all people but the more-than-human world: animals, trees, plants, species, ecosystems, and the land itself. In this article, I make a case for this form of ethical extensionism, (...)
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  14.  6
    The Sociological Determinants of Scientific Bias.Joseph H. Michalski - 2022 - Journal of Moral Education 51 (1):47-60.
    ABSTRACT Science is an ethical community whose practitioners aim to discover information about the natural world and to explain discernible patterns that might be detected. Those who pursue science generally embrace certain epistemic values that help establish the moral boundaries of the community, while the twin pillars of rationality and empiricism serve as the foundations upon which scientists establish their truth claims. Yet however robust the assertions might appear, they nevertheless are the by-products of an exclusively human endeavor directly impacted (...)
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  15.  2
    Connecting Moral Development with Critical Pedagogy: A Reply to Winston Thompson.Larry Nucci & Robyn Ilten-Gee - 2022 - Journal of Moral Education 51 (1):99-103.
    ABSTRACT Winston C. Thompson’s review of Moral Education for Social Justice by Larry Nucci and Robyn Ilten-Gee accurately captures the effort to integrate critical pedagogy with domain-based moral education. A core element is student participation in domain-based discourse entailing responsive engagement that transcends the cognitive activity of individuals. Those discussions may lead to action projects. Replying to Thompson’s review, Nucci and Ilten-Gee address potential problems that may arise from student resistance and from objections of conservatives who may view attention to (...)
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  16.  11
    Science, Scholarship, and Intellectual Virtues: A Guide to What Higher Education Should Be Like.Barry Schwartz - 2022 - Journal of Moral Education 51 (1):61-72.
    ABSTRACT Many thinkers are accustomed to separating facts and values—knowledge and morality. They believe that morality enters into the choices scientists and scholars make about what is worth studying, but after that, the cold logic of evidence assessment takes over. This sells science and scholarship short. I will suggest that science and scholarship, done right, are the best exemplars we have of a set of intellectual virtues that are essential if we are to be moral individuals living in a moral (...)
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  17.  1
    What is a Science of Virtue?Nancy E. Snow - 2022 - Journal of Moral Education 51 (1):9-23.
    ABSTRACT My remarks will outline, from a philosopher’s perspective, challenges and opportunities that I see for a science of virtue. I will touch on three topics: ensuring that the studies are philosophically useful; grappling with issues of measurement; and next steps in moving a science of virtue forward. I approach and through reflections on some recent uses of psychology by philosophers and of philosophy by psychologists; and will argue in part that next steps should entail certain kinds of educational efforts (...)
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  18. Against Neutrality: Response to Cokelet.Nancy E. Snow, Jennifer Cole Wright & Michael T. Warren - 2022 - Journal of Moral Education 51 (1):111-116.
    ABSTRACT We appreciate and respond to Cokelet’s thoughtful criticisms of our book. First, he points to deliberative forms of practical wisdom as objectionable to anti-rationalist’s. In response, we point to non-conscious forms of deliberation that occur as individuals automatically process and respond to virtue-relevant stimuli. Second, Cokelet states that reflecting upon one’s life as a whole may be unnecessary and ineffective for virtue development. We clarify that reflection is not the only means of virtue cultivation, and even flawed reflection is (...)
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  19.  3
    Probing Moral Education and Pursuing Social Justice: Review of Nucci, L., & Ilten-Gee, R., Moral Education for Social Justice. [REVIEW]Winston C. Thompson - 2022 - Journal of Moral Education 51 (1):92-98.
    ABSTRACT In this extended book review, Winston C. Thompson engages with Larry Nucci’s and Robyn Ilten-Gee’s Moral education for social justice. Following summary of a few conceptual foundations of the project, Thompson offers areas of attention for further explorations of moral education in a socially unjust world. This focus on elements of the project’s foundation endeavors to demonstrate abiding potential for future work, with the specificity and nuance characteristic of the book, especially as related to the foundational theoretical analyses and (...)
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  20.  9
    Sociological Contributions for Researching Morality and Cultivating States of Moral Character.David Ian Walker - 2022 - Journal of Moral Education 51 (1):24-34.
    ABSTRACT There is a tendency for research on morality to focus on the individual, sometimes at the expense of context, using overly individual notions of the person. To some extent, this is an understandable consequence of disciplinary focus, and a scientific need to break phenomena down into manageable parts. I will advocate incorporating sociological perspectives for researching morality and cultivating states of moral character. This interdisciplinary approach is informed by a small group of scholars working in the spirit of virtue (...)
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