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  1.  16
    Bioconservatism, Bioenhancement and Backfiring.Tamara Kayali Browne & Steve Clarke - 2020 - Journal of Moral Education 49 (2):241-256.
    ABSTRACTThe prospect of enhancing ourselves through the use of new biotechnologies is for the most part, hypothetical. Nevertheless, the question of whether we should undertake such enhancement is worthy of discussion as it may become possible in the future. In this article, we consider one form of argument that conservative opponents of biotechnological means of enhancement deploy in opposition to the use of enhancement technologies—the backfiring objection. This is the objection that the use of such technologies is liable to go (...)
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  2.  5
    Maternal Warmth and Prosocial Behaviors Among Low-SES Adolescents: Considering Interactions Between Empathy and Moral Conviction.Alexandra N. Davis & Gustavo Carlo - 2020 - Journal of Moral Education 49 (2):226-240.
    ABSTRACTThe study examined the links among maternal warmth and adolescents’ empathic concern, moral conviction and prosocial behaviors. Participants were 311 adolescents from a low-income community. The results demonstrated that maternal warmth was positively associated with adolescents’ empathic concern and moral conviction. Empathic concern was positively associated with three common forms of prosocial behaviors, and moral conviction was positively associated with four types of prosocial behaviors. Empathic concern and moral conviction also interacted to predict selfishly and selflessly motivated prosocial behaviors. Discussion (...)
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  3.  5
    Moral Disengagement: A New Lens with Which to Examine Children’s Justifications for Lying.Ida Foster, Joshua Wyman & Victoria Talwar - 2020 - Journal of Moral Education 49 (2):209-225.
    ABSTRACTThe development of children’s lie-telling abilities is considered to be a social and cognitive milestone. While occasional lying is developmentally appropriate, the use of frequent, antisocial lies as a maladaptive problem-solving mechanism can indicate behaviour problems. Since lying is often considered a moral transgression, researchers should examine lying from the perspective of moral theory to understand children’s reasons for lying, which may help to understand how chronic lying develops. A theoretical framework, namely the social cognitive process of moral disengagement could (...)
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  4.  5
    The Role of Elevation in Moral Judgment.Christoph Klebl, Isabel Dziobek & Rhett Diessner - 2020 - Journal of Moral Education 49 (2):158-176.
    ABSTRACTElevation is the emotion elicited by witnessing acts of moral beauty and may be framed as the opposite of disgust. Two studies investigated the role of elevation in moral judgment and its relation to disgust. In Study 1 it was investigated whether elevation can attenuate the effects of disgust on moral transgression judgments. Participants were either induced to experience disgust, or to experience disgust and elevation simultaneously. No effects of either emotion on moral transgression judgments were found. In Study 2 (...)
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  5.  7
    Development of Moral Reasoning in Situational and Cultural Contexts.Jesse Ho-Yin Lo, Genyue Fu, Kang Lee & Catherine Ann Cameron - 2020 - Journal of Moral Education 49 (2):177-193.
    ABSTRACTThis article examines relationships between children and youths’ judgments and their justifications of truth telling and verbal deception, in situational and cultural contexts. Han Chinese, Euro-Canadians and Chinese-Canadians, seven- to 17-years of age were presented competitive scenarios in which protagonists told either lies to protect, or truths to harm, various levels of collectivity. Participants evaluated protagonists’ statements, using a 7-point scale, and justified their judgments. Cultural variations in moral evaluations emerged among the three groups of participants. Older Chinese participants reflected (...)
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  6.  9
    Representation of Morality in Children: A Qualitative Approach.Alexandra Maftei & Andrei Holman - 2020 - Journal of Moral Education 49 (2):194-208.
    ABSTRACTPrevious research on children’s moral reasoning usually used a quantitative approach and a pre-determined set of methods in order to establish early moral landmarks. We proposed a qualitative perspective on the basis of which we have formulated three main objectives: 1) to identify the main categories of behaviors that children spontaneously associate with the notion of morality, in line with Turiel’s Domain Theory; 2) to investigate children’s conceptions of moral and social-conventional rules and 3) to assess the gender differences in (...)
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  7.  7
    Character Education, the Individual and the Political.Andrew Peterson - 2020 - Journal of Moral Education 49 (2):143-157.
    ABSTRACTRecent critics have suggested that character education is overly individualised and, as a result, fails to engage adequately with the political. In this paper, I offer an account of character education which takes issue with such criticisms, and seeks to make clear connections between the moral and the political necessary for character formation and expression. Drawing on an Aristotelian understanding of the political, I argue that individuals are intimately connected with their social associations, which in contemporary plural, westernised democracies include (...)
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  8.  14
    Should Education Be Transformative?Douglas W. Yacek - 2020 - Journal of Moral Education 49 (2):257-274.
    ABSTRACTIt has become commonplace within the educational research community to invoke the transformative power of education. The call to adopt a ‘transformative’ approach to teaching and learning can be heard in fields as different as adult education and school leadership and as estranged as social justice education and educational psychology. While there is undoubtedly great promise in the idea of transformative education, the fact that it involves deep psychological restructuring on the part of the student requires ethical justification. In this (...)
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  9.  9
    Can Wisdom and Psychosocial Growth Be Learned in University Courses?Monika Ardelt - 2020 - Journal of Moral Education 49 (1):30-45.
    ABSTRACTThis study explored whether three-dimensional wisdom and psychosocial growth, defined as increases in psychological well-being, spirituality, and death acceptance, can be learned in university courses. Specifically, the study examined whether courses that tried to engage the whole person rather than only the intellect and/or courses that included a service learning component fostered greater wisdom and psychosocial growth than regular sociology or religion courses. Results of repeated measure MANOVAs showed that, on average, the 165 students who were enrolled in 12 growth (...)
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  10.  3
    Challenges in Measuring Wisdom-Relevant Constructs in Young Adult Undergraduate Students.Nicole Brocato, Laura Hix & Eranda Jayawickreme - 2020 - Journal of Moral Education 49 (1):46-70.
    ABSTRACTUniversity settings present a unique opportunity for young adults to develop characteristics constitutive of wisdom. One challenge for educators working to support this development involves effectively measuring these characteristics. In this article, we present results from a secondary analysis of cognitive interviews to examine challenges that may arise when young adult undergraduate students respond to self-report measures of Meaning, Identification with all Humanity and Dedication to Lifelong Service—three characteristics of personality-focused accounts of wisdom. Although the items had well-fitting exploratory and (...)
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  11. A Developmental Theory for Aristotelian Practical Intelligence.Matt Ferkany - 2020 - Journal of Moral Education 49 (1):111-128.
    In Aristotelian virtue theories, phronesis is foundational to being good, but to date accounts of how this particularly important virtue can emerge are sketchy. This article plumbs recent thinking in Aristotelian virtue ethics and developmental theorizing to explore how far its emergence can be understood developmentally, i.e., in terms of the growth in ordinary conditions of underlying psychological capacities, dispositions, and the like. The purpose is not to explicate Aristotle, nor to assimilate Aristotelian ideas to cognitive developmental moral theorizing, but (...)
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  12.  2
    A Pathway for Wisdom-Focused Education.Igor Grossmann & Alex C. Huynh - 2020 - Journal of Moral Education 49 (1):9-29.
    ABSTRACTInterest in the topic of wisdom-focused education has so far not resulted in empirically validated programs for teaching wisdom. To start filling this void, we explore the emerging empirical evidence concerning the fundamental elements required for understanding how one can foster wisdom, with a particular focus on wise reasoning. We define wise reasoning through a combination of intellectual humility, recognition of world in flux/change, open-mindedness to diverse viewpoints, and search for compromise/integration of diverse perspectives. In this article, we review evidence (...)
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  13.  8
    Spiral Model of Phronesis Development: Social-Emotional and Character Development in Low-Resourced Urban Schools.Danielle R. Hatchimonji, Arielle C. V. Linsky, Samuel J. Nayman & Maurice J. Elias - 2020 - Journal of Moral Education 49 (1):129-142.
    ABSTRACTThe highest form of virtuous behavior in the Aristotelian virtue ethics approach to character education involves practical wisdom, or phronesis, which allows an individual to act in the right way about the right things for the right reasons. Here, we use our experiences with social-emotional and character development in low-resourced urban middle schools to put forth a Spiral Model of Phronesis Development. We aim to contextualize phronesis development to reflect the realities of students of color attending low-resourced urban schools and (...)
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  14. An Introduction to the Special Issue on Wisdom and Moral Education.Kristján Kristjánsson - 2020 - Journal of Moral Education 49 (1):1-8.
    ABSTRACTThis essay introduces the present special issue on wisdom and moral education, which draws on a conference held in Oxford in 2017. Some of the seven contributions make use of the Aristotelian concept of phronesis, or practical wisdom, while others focus more on the wisdom concept as it has developed in contemporary psychology. One straddles the distinction between the two. All the contributions, however, address in different ways practical questions about how wisdom can be evaluated and how it relates to (...)
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  15.  3
    Does Aristotle Believe That Habituation is Only for Children?Wouter Sanderse - 2020 - Journal of Moral Education 49 (1):98-110.
    ABSTRACTFull virtue and practical wisdom comprise the end of neo-Aristotelian moral development, but wisdom cannot be cultivated straight away through arguments and teaching. Wisdom is integrated with, and builds upon, habituation: the acquisition of virtuous character traits through the repeated practice of corresponding virtuous actions. Habit formation equips people with a taste for, and commitment to, the good life; furthermore it provides one with discriminatory and reflective capacities to know how to act in particular circumstances. Unfortunately, habituation is often understood (...)
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  16. Can We Measure Practical Wisdom?Jason Swartwood - 2020 - Journal of Moral Education 49 (1):71-97.
    ABSTRACTWisdom, long a topic of interest to moral philosophers, is increasingly the focus of social science research. Philosophers have historically been concerned to develop a rationally defensible account of the nature of wisdom and its role in the moral life, often inspired in various ways by virtue theoretical accounts of practical wisdom. Wisdom scientists seek to, among other things, define wisdom and its components so that we can measure them. Are the measures used by wisdom scientists actually measuring what philosophers (...)
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  17.  1
    Contributions of the Medieval Monastery Movement to the History of Education.Eun-Sun Choi - 2020 - Journal of Moral Education 32 (1):111-135.
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  18.  2
    Xunzi’s Theory of Music: An Educational Implication.In Kim - 2020 - Journal of Moral Education 32 (1):43-58.
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  19.  1
    The Concept of Human Nature: A Perspective of the Doctrine of the Mean.Jong-Duk Park - 2020 - Journal of Moral Education 32 (1):85-109.
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  20.  1
    A Study on the Application of Cicero’s Republicanism in Moral Education.Sung-Geun Park - 2020 - Journal of Moral Education 32 (1):59-84.
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  21. The Ideas of Mind-Body in the Philosophy of Chu Hsi: Body as the Symbol.Chun-Ho Shin - 2020 - Journal of Moral Education 32 (1):23-41.
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  22. The Mind-Body Problem in Education: Beyond Dualism and Physicalism.Jae-Bong Yoo - 2020 - Journal of Moral Education 32 (1):1-22.
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