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Summary In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue that these do not suffice to explain all the found forms of varieties in students' moral reasoning. Some limitations of the present study are discussed, and some suggestions for future research are given.
Key works educationethicsmoral reasoningsocial-cognitive domain theorywell-being
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  1. Six Forms of Variety in Students' Moral Reasoning: An Age-Old Distinction Enabling New Methods and Findings.Ylva Backman & Viktor Gardelli - 2015 - Ethics and Education 10 (2):227-240.
    In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue (...)
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  2. Philosophical Inquiry with Children: The Development of an Inquiring Society in Australia.Gilbert Burgh & Simone Thornton - 2019 - Abingdon, UK: Routledge.
    Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. -/- Drawing together a (...)
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  3. The Philosophical Classroom: An Australian Story.Gilbert Burgh & Simone Thornton - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: pp. 1-5.
  4. Education Not Indoctrination: Teaching Ethics in the Interdisciplinary Core Program of a Religiously Affiliated University.Paul E. Carron & Charles McDaniel - forthcoming - Teaching Ethics 19 (1).
    Ethics instruction within an interdisciplinary core program involving a diverse student community representing many major fields of study presents unique challenges. Those challenges are in some ways compounded in the context of a religiously affiliated university whose spiritual and ethical commitments are grounded in the Judeo-Christian tradition even as its student population reflects increasing religious diversity. The authors present one method of addressing these challenges in hopes of inspiring broader discussions of how to teach ethics across the curriculum to students (...)
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  5. What's Wrong with This Picture?: Teaching Ethics Through Film to Wyoming High School Students.Robert Colter & Joseph Ulatowski - 2013 - Teaching Philosophy 36 (3):253-270.
    We regularly teach for the Wyoming High School Institute (“HSI”), a three-week college experience for rising high school juniors. The purpose of HSI is to introduce pre-college students to subjects not regularly taught in the secondary school curriculum. In our course, we introduce moral philosophy through the use of feature films. More narrowly, we challenge the students to examine moral reasoning through analysis of the moral reasoning of characters in these films. Our pedagogical approach is based in the methods of (...)
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  6. Linguagem e acordos linguísticos em Aristóteles: contribuições para uma educação artística, poética e retórica.Erika Natacha Fernandes de Andrade & Marcus Vinicius da Cunha - 2016 - Educação E Filosofia 30 (Especial):243-268.
  7. To Describe, Transmit or Inquire: Ethics and Technology in School.Viktor Gardelli - 2016 - Dissertation, Luleå University of Technology
    Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...)
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  8. Ethics Education and the Practice of Wisdom.Maughn Rollins Gregory - 2018 - In Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.), Ethics in Education: Philosophical tracings and clearings. Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean. pp. 199-234.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» approach to values (...)
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  9. Ethics Education as Philosophical Practice in Advance.Maughn Rollins Gregory - 2009 - Teaching Ethics 9 (2):105-130.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» approach to values (...)
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  10. On the Distinctive Educational Value of Philosophy.Michael Hand - 2018 - Journal of Philosophy in Schools 5 (1).
  11. Philosophy in Schools.Michael Hand & Carrie Winstanley (eds.) - 2008 - London: Continuum.
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  12. Living by Story.Don Michael Hudson - unknown - Foundations A New Series:36-37.
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  13. Afterword to Relational Odyssey.Don Michael Hudson - unknown - Afterword to Relational Odyssey:171.
    "Everything is a pretext for a good dinner.".
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  14. "And What of Beauty?" Compassionate Lifestyle.Don Michael Hudson - unknown - Sojourners (NA):42-46.
    We lose something central to our humanity when we divide our world into neat little packages of sacred and secular.
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  15. The Dance of Truth.Don Michael Hudson - manuscript
    We want God to make sense, to be reasonable, to act according to how we think God should act. This kind of thinking, though, is not far from where we live today. If I give money to the church, then God will bless me financially. If I have my “quiet time” in scripture, then God will bless my day. If I raise my children right, then surely they will turn out right. In themselves these actions are good and right; however, (...)
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  16. There, In the Shadows: The Grace of Art in a "River Runs Through It".Don Michael Hudson - 2013 - Imagination Et Ratio:1-10.
    "Any man-any artist, as Nietzsche or Cezanne would say- climbs the stairway in the tower of his perfection at the cost of a struggle with a deunde-not with an angel, as some have maintained, or with his muse. This fundamental distinction must be kept in mind if the root of a work of art is to be grasped." -Frederico Garcia Lorca.
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  17. Reading the Word(L)D. Art, Beauty, and the Voice of God.Don Michael Hudson - 2003 - Sojourners Press:42-47.
    Art, beauty, and the voice of God. And what of beauty?
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  18. "Michelangelo's Pieta," Christianity and the Arts.Don Michael Hudson - 2001 - America's Guide to Christian Expresssion 8 (4):24.
    It was the summer of 1984, the American dollar was strong, and this was my first venture to Europe. I found her and didn't even know I was searching for her. Mysteriously she crossed my path one day in Rome. I should confess though- at this point in my life, I am an uneasy Protestant.
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  19. Love Language Lost: Martin Heidegger and the Fall of Language.Don Michael Hudson - 1999 - Mars Hill Review 15:47-55.
    It is quite fair to say that to the degree language works is also to the degree language does not work.
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  20. Searching for Our Fathers.Don Michael Hudson - 1998 - Mars Hill, USA: Mars Hill Review.
    "I tried to find out for myself, from the start, when I was a child, what was right and what was wrong-because no one around me could tell me. And now that everything is leaving me I realize I need someone to show me the way and to blame me and praise me, by right not ofp ower but ofa uthority, I need my father." -Albert Camus, The First Man.
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  21. Dictionary of Biblical Imagery.Don Michael Hudson - 1998 - Unknown: Intervarsity Press.
    An encyclopedic exploration of the images, symbols, motifs, metaphors, figures of speech and literary patterns of the Bible.
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  22. Forgetting to Remember: How We Run From Our Stories.Don Michael Hudson - 1997 - Mars Hill Review (8):41-65.
    Aimee did not want to survive; she neither wanted to live nor to die.
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  23. Living by Story--A Counselor's Creed.Don Michael Hudson - 1997 - Inklings Magazine:8.
    We live in a world of many odd-shaped pieces, a cosmic jigsaw puzzle that often seems to have been further complicated by cruel fate.
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  24. To FInd a Place: Sacred Living in a Secular World.Don Michael Hudson - 1997 - Mars Hill, USA: Mars Hill Review Fall.
    Compassion is called out of us when we see situations where there is an obvious absence of something or someone life-giving.
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  25. The Glory of His Discontent: The Inconsolable Suffering of God.Don Michael Hudson - 1996 - Mars Hill, USA: Mars Hill Review Fall.
    "He who is satisfied has never truly craved. And he who craves for the light of God neglects his ease for ardor." -Rabbi Abraham J. Heschel.
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  26. Everyday Study Bible: "Garden of Eden, Adam, Flood, and Deborah".Don Michael Hudson - 1996 - Nashville, USA: Nelson Bibles.
    What is the relationship between prophetic vision and vision in terms for a hoped-for future? How might vision for a church or person best be defined today?
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  27. The Three Languages of Mentoring: Saul, Jonathan, and David--Which Will I Be?Don Michael Hudson - 1996 - Mars Hill Review:23-31.
    Our generation is turning to mentoring as an instrument of God to repair the ruin of our personal losses.
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  28. From Chaos to Cosmos: Sacred Space in Genesis.Don Michael Hudson - 1996 - Zeitschrift Für Die Alttestamentliche Wissenschaft:88-97.
    With the appearance of Mircea Eliade's The Sacred and the Profane came the inauguration of theologians and philosophers questioning the preeminence of scholarly attention given to time to the virtual exclusion of space.
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  29. "On Earth As It Is In Heaven": Is Art Necessary for the Christian?Don Michael Hudson - 1995 - Mars Hill Review (2):31-40.
    Narcissus has no need of art because his own reflection preoccupies him.
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  30. "Afterword," Royer's Round Top Cafe: A Relational Odyssey.Don Michael Hudson - 1995 - Favorite Recipes Press:NA.
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  31. Living in a Land of Epithets: Anonymity in Judges 19-21.Don Michael Hudson - 1994 - Journal for the Study of the Old Testament 62:49-66.
    Judges is about loss: a loss of the individual which leads to a loss of the tribe, and, if circumstances remain unchecked, a loss of the nation.
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  32. Come, Bring Your Story.Don Michael Hudson - 1994 - Mars Hill Review:73-86.
    It is only the story... that saves our progeny from blundering like blind beggars into the spikes of the cactus fence. The story is our escort. Without we are blind. -Chinua Achebe, Anthills of the Savannah.
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  33. From philosophical to mathematical inquiry in the classroom.Nadia Kennedy - 2007 - Childhood and Philosophy 3 (6):289-311.
    This paper discusses some major similarities and differences between community of philosophical inquiry and community of mathematical inquiry , and offers a few examples of the implementation of CMI in the context of a school mathematics classroom. Three modes of CMI are suggested. The first mode facilitates inquiry into mathematical problems - that is, it provides a medium for “doing and talking mathematics.” In this case, CMI is primarily an avenue for problem solving—defining problems, interpreting them, working with different methods (...)
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  34. Paulo Freire and Philosophy for Children: A Critical Dialogue.Walter Omar Kohan - 2018 - Studies in Philosophy and Education 37 (6):615-629.
    This paper is an attempt to connect the Brazilian Paulo Freire’s well known educational thinking with the “philosophy for children” movement. It considers the relationship between the creator of philosophy for children, Matthew Lipman and Freire through different attempts to establish a relationship between these two educators. The paper shows that the relationship between them is not as close as many supporters of P4C have claimed, especially in Latin America. It also considers the context of Educational Policies in our time (...)
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  35. Qué Es Filosofía Para Niños? Ideas y Propuestas Para Pensar la Educación.Walter Kohan & Vera Waksman - 1997 - Buenos Aires, Argentina: Oficina de Publicaciones del CBC.
  36. Philosophy as Spiritual and Political Exercise in an Adult Literacy Course.Walter Kohan & Jason Wozniak - 2009 - Thinking: The Journal of Philosophy for Children 19 (4):17-23.
    The present narrative describes and problematizes one year of Educational and philosophical work with illiterate adults in contexts of urban poverty in the Public School Joaquim da Silva Peçanha, city of Duque de Caxias, suburbs of the State of Rio de Janeiro during 2008. The project, “Em Caxias a Filosofia En-caixa?!”, consists of a teacher education program in which public school teachers study and practice the art of composing philosophical experiences with their students, and the realization of actual experiences of (...)
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  37. Philosophy for A2: Ethics and Philosophy of Mind.Michael Lacewing - 2015 - Routledge.
    Philosophy for A2 is an engaging textbook for the new AQA A2 Philosophy syllabus. Structured closely around the AQA specification this textbook covers the two units, Ethics and Philosophy of Mind, in a comprehensive and student-friendly way. All of the anthology texts are explained and commented on and woven into the discussion of the syllabus. With chapters on ‘How to Do Philosophy’ and exam preparation this textbook provides students with the philosophical skills they need to succeed. Each chapter includes: explanation (...)
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  38. Philosophy for A2: Unit 3: Key Themes in Philosophy.Michael Lacewing - 2009 - Routledge.
    Philosophy for A2: Unit 3 is the definitive textbook for students of the current AQA Advanced Level syllabus. Structured very closely around the AQA specifications for Unit 3: Key Themes in Philosophy, it introduces the student to each of the core themes: philosophy of mind political philosophy epistemology and metaphysics moral philosophy philosophy of religion. All chapters are helpfully subdivided into short digestible passages, and include: quiz questions to test core knowledge discussion questions to deepen understanding 'going further' sections for (...)
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  39. Philosophy for A2: Unit 4: Philosophical Problems.Michael Lacewing - 2009 - Routledge.
    Philosophy for A2: Unit 4 is the definitive textbook for students of the current AQA Advanced Level syllabus for philosophy. Structured very closely around the AQA specifications for Unit 4: Philosophical Problems, Michael Lacewing helps students to engage with and understand the arguments of the five key texts: Hume's An Enquiry Concerning Human Understanding Plato's The Republic Mill's On Liberty Descartes' Meditations Nietzsche's Beyond Good and Evil . All chapters are helpfully subdivided into short digestible passages, and include: quiz questions (...)
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  40. Antologia de Textos Filosóficos.Jairo Marçal - 2009 - Curitiba, Brazil: Secretaria de Estado da Educação do Paraná.
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  41. Filosofia: Ensino Médio.Jairo Marçal - 2006 - Curitiba, Brazil: Secretaria da Educação do Estado do Paraná.
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  42. Filosofia para o Ensino Médio.Conceição Aparecida Mendes - 2013 - São Paulo, Brazil: Clube de Autores.
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  43. Philosophy for Children: Towards Pedagogical Transformation.R. Scholl, K. Nichols & G. Burgh - 2009 - In Teacher education crossing borders: Cultures, contexts, communities and curriculum; Annual Conference of the Australian Teacher Education Association (ATEA). Bathurst, Australia: Australian Teacher Education Association. pp. 1-15.
    Philosophical inquiry has the capacity to push boundaries in teaching and learning interactions with students and improve teacher’s pedagogical experiences. This paper focuses on the potential for Philosophy to foster pedagogical transformation. Two groups of primary school teachers, 59 in total, have been involved in a comparison of pedagogical transformation between teachers who implemented Philosophy and teachers who used thinking tools for conceptual exploration. A mixed methods approach, including, questionnaires and semi-structured interviews, was employed to inquire into the effect of (...)
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  44. L'enseignement philosophique à l'Université de Neuchâtel (1910-1963).Daniel Schulthess - 2002 - In R. Scheurer (ed.), Histoire de l'Université de Neuchâtel, t.III. Neuchâtel: Université, Editions G. Attinger. pp. p. 400-406.
    The article sketches the biographies of the professors for Philosophy and Psychology at the University of Neuchâtel since its foundation in the year 1909, against the background of the intellectual climate in protestant French Switzerland.
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  45. Epistemologia e Currículo: registro do II Workshop de Filosofia e Ensino da UFRGS.Gisele Dalva Secco, Ronai Pires da Rocha, Daniel Simão Nascimento, Nastassja Pugliese, Frank Thoma Sautter, Marta Vitória de Alencar & Renato Matoso Brandão - 2015 - Porto Alegre, RS, Brasil: Federal University of Rio Grande do Sul.
    O livro reúne textos apresentados no II Workshop de Filosofia e Ensino, realizado na UFRGS em 2015, com a temática "Epistemologia e Currículo" -/- .
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  46. Ethics in Education: Philosophical Tracings and Clearings.Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.) - 2018 - Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean..
  47. Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children Into the Whole School. Education Studies.Sue Lyle and Junnine Thomas-Williams - 2012 - Educational Studies 38 (1):1-12.
    The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews and qualitative questionnaires were (...)
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  48. Growing Up with Philosophy in Australia: Philosophy as Cultural Discourse.Simone Thornton & Gilbert Burgh - 2019 - In Gilbert Burgh & Simone Thornton (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia. Abingdon, UK: Routledge. pp. 236‒249.
    As the purpose of this book is to open dialogue, we draw no conclusions. Instead, reflecting on the theoretical and practical implications that arise from each chapter, we offer some reflection through an exploration of the ways in which Australia has broadened discussions on P4C. In addition, we situate our discussion in contemporary global issues relevant to education and schooling: gender stereotyping, bias and language; Aboriginal philosophy; environmental education; and sexuality, adolescence and discrimination. As a community of children, adolescents and (...)
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  49. The Integrity of Thinking.Maria daVenza Tillmanns - 2018 - The Blog of APA.
    When we look at our political landscape today, I wonder where has our integrity gone? -/- Teachers want to know how to explain (if that’s the right word) the language and behavior of the current American president to children in their class. He lies, he is rude and inconsiderate; he bad-mouths people and makes fun of people with disabilities. And classroom teachers not only teach certain disciplines; they also teach the need for civil discipline. The latter seems to be lacking (...)
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  50. Aporia and the Implications for the Intuitive Knowledge of Children | Blog of the APA.Maria daVenza Tillmanns - 2018 - Blog of the APA.
    The compass we use to navigate life needs to be cultivated from an early age. My sense is that the arts, including Plato’s dialogues cultivate our navigational sense. It does not tell us rationally what is good or what is bad. It is not that simple. Remember, the stars we sail by, are not fixed, either. So we need to develop a sense for what may be right or not in any particular situation. We may have a general sense, but (...)
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1 — 50 / 53