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  1.  29
    Technomoral Resilience as a Goal of Moral Education.Katharina Bauer & Julia Hermann - 2024 - Ethical Theory and Moral Practice 27 (1):57-72.
    In today’s highly dynamic societies, moral norms and values are subject to change. Moral change is partly driven by technological developments. For instance, the introduction of robots in elderly care practices requires caregivers to share moral responsibility with a robot (see van Wynsberghe 2013 ). Since we do not know what elements of morality will change and how they will change (see van der Burg 2003 ), moral education should aim at fostering what has been called “moral resilience” (Swierstra 2013 (...)
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  2. Considering the Purposes of Moral Education with Evidence in Neuroscience: Emphasis on Habituation of Virtues and Cultivation of Phronesis.Han Hyemin - 2024 - Ethical Theory and Moral Practice 27 (1):111-128.
    In this paper, findings from research in neuroscience of morality will be reviewed to consider the purposes of moral education. Particularly, I will focus on two main themes in neuroscience, novel neuroimaging and experimental investigations, and Bayesian learning mechanism. First, I will examine how neuroimaging and experimental studies contributed to our understanding of psychological mechanisms associated with moral functioning while addressing methodological concerns. Second, Bayesian learning mechanism will be introduced to acquire insights about how moral learning occurs in human brains. (...)
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  3.  27
    Introduction to the Special Issue on Moral Psychology and Moral Education.Peter Königs & Gregor Hochstetter - 2024 - Ethical Theory and Moral Practice 27 (1):1-4.
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  4.  26
    Moral Education Through the Fostering of Reasoning Skills.Kirsten Meyer - 2024 - Ethical Theory and Moral Practice 27 (1):41-55.
    The development of reasoning skills is often regarded as a central goal of ethics and philosophy classes in school education. In light of recent studies from the field of moral psychology, however, it could be objected that the promotion of such skills might fail to meet another important objective, namely the moral education of students. In this paper, I will argue against such pessimism by suggesting that the fostering of reasoning skills can still contribute to the aims of moral education. (...)
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  5.  47
    How Situationism Impacts the Goals of Character Education.Christian B. Miller - 2024 - Ethical Theory and Moral Practice 27 (1):73-89.
    The focus of this special issue is on moral psychology and the goals of moral education. My focus will be considerably narrower in addressing the following question: In light of the situationist movement in psychology and philosophy, what should be the goal(s) of character education? The main conclusion will be that the central goal of character education should be modified in a certain way to make it more empirically informed. But not to worry, as this modification should be amenable to (...)
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  6.  42
    Another Brick in the Wall? Moral Education, Social Learning, and Moral Progress.Paul Rehren & Hanno Sauer - 2024 - Ethical Theory and Moral Practice 27 (1):25-40.
    Many believe that moral education can cause moral progress. At first glance, this makes sense. A major goal of moral education is the improvement of the moral beliefs, values and behaviors of young people. Most would also consider all of these improvements to be important instances of moral progress. Moreover, moral education is a form of social learning, and there are good reasons to think that social learning processes shape episodes of progressive moral change. Despite this, we argue that instead (...)
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  7.  15
    Pluralism, structural injustice, and reparations for historical injustice: A reply to Daniel Butt.Felix Lambrecht - 2024 - Ethical Theory and Moral Practice 1:1-7.
    This paper discusses the pluralist theory of reparations for historical injustice offered by Daniel Butt (2021). Butt attempts to vindicate purely past-regarding corrective duties in response to Alasia Nuti’s historical-structural model of reparations. I agree with Butt that reparative justice requires both past-regarding and future-looking structural duties. And I agree with him that Nuti’s model leaves out purely past-regarding duties. I argue, however, that Butt does not offer a genuinely pluralist account. I present minimal necessary conditions for past-regarding (corrective) justice (...)
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