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  1. The Emotional Dog and Its Rational Tail.Jonathan Haidt - 2001 - Psychological Review 108 (4):814-834.
    Research on moral judgment has been dominated by rationalist models, in which moral judgment is thought to be caused by moral reasoning. The author gives 4 reasons for considering the hypothesis that moral reasoning does not cause moral judgment; rather, moral reasoning is usually a post hoc construction, generated after a judgment has been reached. The social intuitionist model is presented as an alternative to rationalist models. The model is a social model in that it deemphasizes the private reasoning done (...)
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  • Facilitando el desarrollo moral a través del clima escolar y la disciplina constructivista.Larry Nucci - 2015 - Postconvencionales: Ética, Universidad, Democracia 9.
    Dirigido a docentes, el texto aborda las implicaciones educativas de un enfoque actualizado e integrador del desarrollo moral, que recomienda diferenciar entre los dominios personal, convencional y moral. Desde esa perspectiva, examina dos temas relacionados, según los diferentes niveles educativos o de edad: Primero, la importancia del clima social y emocional predominante en las aulas y escuelas, ya que los climas caracterizados por la calidez, la equidad y la confianza promueven la conducta prosocial y una “orientación de buena voluntad”. Especial (...)
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  • La educación del carácter: la autoridad moral de la comunidad.José Alberto Mesa - 2015 - Postconvencionales: Ética, Universidad, Democracia 9.
    El presente artículo examina el enfoque denominado “educación del carácter”, que hoy día se puede considerar el enfoque de la educación moral más influyente y extendido a nivel mundial. A fin de analizar la educación del carácter, el artículo destaca la tensión moderna entre la preeminencia del individuo versus el rol de la comunidad como agente moral y su importancia para el florecimiento humano. También examina sus metas, fundamentos teóricos y la forma en que sus exponentes elaboran la disyuntiva comunidad-individuo. (...)
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  • A Future Society Functioning at the Paradigmatic Stage?Sara Nora Ross - 2008 - World Futures 64 (5):554-562.
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  • A Model of Moral Stages.Don Collins Reed - 2008 - Journal of Moral Education 37 (3):357-376.
    The argument of this paper focuses on the relationship between cognitive structures and structures of interaction. It contends that there is still a place in moral development theory and research for a concept of moral stages. The thesis, in short, is that moral stages are not structures of thought. They are structures of action encoded in thought. When individuals seek reciprocity or appeal to reciprocity as a norm, they are not inventing reciprocity or constructing a philosophical concept out of thin (...)
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  • Aristotelian Versus Virtue Ethical Character Education.Randall Curren - 2016 - Journal of Moral Education 45 (4):516-526.
    This review essay examines some central aspects of Kristján Kristjánsson’s book, Aristotelian Character Education, beginning with the claim that contemporary virtue ethics provides methodological, ontological, epistemological, and moral foundations for Aristotelian character education. It considers three different formulations of what defines virtue ethics, and suggests that virtue ethical moral theory has steered character educators away from important aspects of Aristotle’s views on character education. It goes on to suggest a broadening of attention to psychology beyond personality and the psychological status (...)
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  • Recovering the Role of Reasoning in Moral Education to Address Inequity and Social Justice.Larry Nucci - 2016 - Journal of Moral Education 45 (3):291-307.
    This article reasserts the centrality of reasoning as the focus for moral education. Attention to moral cognition must be extended to incorporate sociogenetic processes in moral growth. Moral education is not simply growth within the moral domain, but addresses capacities of students to engage in cross-domain coordination. Development beyond adolescence in moral thinking is in two forms: the gradual application of morality in broader adult contexts, and the result of social discourse and progressive readjustments at the individual and societal level (...)
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  • Examining the Link Between Organizational Democracy and Employees’ Moral Development.Armin Pircher Verdorfer & Wolfgang G. Weber - 2016 - Journal of Moral Education 45 (1):59-73.
    While much is understood about the role of the family context and educational experiences for moral development, less attention has been devoted to the occupational context. In this research, we used Kohlberg’s approach of moral education as a framework and investigated the relationship between structurally anchored organizational democracy and employees’ moral development. Employees of five conventional and five democratic enterprises participated in our study. Consistently with our theoretically derived hypotheses, the results provide initial support for the theoretical model in that (...)
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  • Why Dissent is a Vital Concept in Moral Education.Graham P. McDonough - 2010 - Journal of Moral Education 39 (4):421-436.
    Moral education is concerned with depolarising the tension between loyalty and sedition, but little work has been done in the field to describe and map the territory between these poles. This paper proposes that the concept of dissent accomplishes this task and satisfies the need for a construct which describes the condition of sitting apart from those one is a part of. Through a seven?part descriptive and prescriptive conceptual analysis it is revealed that this kind of ?loyal disagreement? depends upon (...)
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  • Moral Education and Post‐War Societies: The Peruvian Case.Susana Frisancho & Félix Reátegui - 2009 - Journal of Moral Education 38 (4):421-443.
    This article analyses the unique challenges and needs of moral and citizenship education in post-war Peruvian society. It assumes the explanation of the roots, the facts and the enduring negative consequences of violence as described in the final report of the Comisión de la Verdad y Reconciliación [Truth and Reconciliation Commission] presented to the country in 2003. Drawing on the argument made by the CVR, the paper begins by discussing the fundamental role that education played in the expansion of violence. (...)
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  • Relationship Between Discrete Emotions and Moral Content Judgment in Sport Settings.Miltiadis Proios - 2014 - Ethics and Behavior 24 (5):382-396.
    The purpose of the present study was to provide new knowledge on the relation between emotions and morality by investigating the relation between discrete emotions and moral content judgment in sports. The participants were 363 athletes who were involved in competitive sport at the time of data collection. Their age ranged from 18 to 23 years. All participants were undergraduate sport-science students at a Greek university and were involved in several sports. The subjects filled in two questionnaires: Moral Content Judgment (...)
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  • Athletic Identity and Social Goal Orientations as Predictors of Moral Orientation.Miltiadis Proios - 2013 - Ethics and Behavior 23 (5):410-424.
    Moral development, achievement goal, and athletic identity are considered psychological constructs sharing specific cognitive, social, motivational, and behavioral traits. The purpose of the present article is to investigate the relation among moral orientations, athletic identity, and social goal orientations. In addition, the impact of age, gender, type of sport, sport division, and school performance on moral orientation has also been investigated. One hundred forty athletes of artistic gymnastics, rhythmic gymnastics, and acrobatic gymnastics (n?=?29 boys, n?=?111 girls), aged 8 to 17, (...)
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  • Promoting Ethical and Environmental Awareness in Vulnerable Communities: A Research Action Plan.Ulisses Araújo - 2012 - Journal of Moral Education 41 (3):389-397.
    Urban populations that live in the outskirts of major Latin American cities usually face conditions of vulnerability attached to complex environmental issues, such as the lack of sewerage, floods, pollution and soil and water contamination. This article reports an intervention research programme in S?o Paulo, Brazil that combines a moral education approach with sustainability awareness in vulnerable communities. The main conceptual foundations of the project, designed to empower the community and promote ethical and environmental awareness are: strengthening the ties between (...)
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  • School Moral Atmosphere and Normative Orientation to Explain Aggressive and Transgressive Behaviours at Secondary School.Chiara Foà, Daniel Brugman & Tiziana Mancini - 2012 - Journal of Moral Education 41 (1):1-22.
    The school moral atmosphere refers to informal norms and values that regulate the relationships in school and their degree of sharing among students. We tested whether the school moral atmosphere is a mediating variable between adolescents? normative orientation and their self-reported aggressive and transgressive behaviours. A total of 664 Italian students (age range 15?21, M = 17.06, SD = 1.15) filled out a questionnaire to measure their perception of: (1) school moral atmosphere, (2) normative orientation and (3) frequency of aggressive (...)
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  • Moral Maturity and Autonomy: Appreciating the Significance of Lawrence Kolhberg's Just Community.Graham P. McDonough - 2005 - Journal of Moral Education 34 (2):199-213.
    Lawrence Kohlberg's Just Community program of moral education has conceptual significance to his theoretical work in the field of moral development. This argument contends that a perspective recognizing the Just Community as conceptually significant provides a more comprehensive picture of Kohlberg's work than do critical perspectives that limit their scope to his Structural Stage Model of moral development. Apprehending the Just Community's conceptual significance provides the opportunity to respond to critics, like Carol Gilligan and Helen Haste, who have suggested that (...)
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  • Suppression of the Aggressive Impulse: Conceptual Difficulties in Anti-Violence Programs.Erika Kitzmiller & Joan F. Goodman - 2010 - Ethics and Education 5 (2):117-134.
    School anti-violence programs are united in their radical condemnation of aggression, generally equated with violence. The programs advocate its elimination by priming children's emotional and cognitive controls. What goes unrecognized is the embeddedness of aggression in human beings, as well as its positive psychological and moral functions. In attempting to eradicate aggression, schools increase the risk of student disaffection while stifling the goods associated with it: status, power, dominance, agency, mastery, pride, social-affiliation, social-approval, loyalty, self-respect, and self-confidence. It is argued (...)
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  • Children's Moral Orientation: Does the Gender of Dilemma Character Make a Difference?Carole R. Beal, Andrew Garrod, Kate Ruben, Terri L. Stewart & Dawn J. Dekle - 1997 - Journal of Moral Education 26 (1):45-58.
    Abstract Previous work has found few gender differences in moral orientation among children. Two experiments were conducted with third grade children (8?year?olds) to learn if children's moral orientation would be affected by the gender of dilemma characters: all male, all female, or mixed gender. Children responded to stories in which animal characters faced a conflict. Children's suggestions as to how the characters should solve their problems were coded as expressing a concern for others (care orientation) or a focus on issues (...)
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  • Taking Responsibility: School Behaviour Policies in England, Moral Development and Implications for Citizenship Education.Don Rowe - 2006 - Journal of Moral Education 35 (4):519-531.
    School behaviour policies in England have developed in recent years as a direct result of government policy attempting to address issues of poor behaviour in schools, against a background of wider social concerns about anti-social behaviour and loss of respect. Since the 1980s there has been an acceptance that earlier authority-based approaches need to be broadened to include more collaborative approaches with students that involve elements of discussion and negotiation. A commonly stated aim of behaviour policies is to encourage personal (...)
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  • Moral Education and Character Education: Their Relationship and Roles in Citizenship Education.Wolfgang Althof & Marvin W. Berkowitz* - 2006 - Journal of Moral Education 35 (4):495-518.
    Any democratic society must concern itself with the socialization of its citizens. This begins in childhood, and schools are critical to this process. The interrelations and roles of educating for character and educating for citizenship are explored, largely in a North American context. It is argued that citizenship education necessarily entails character and moral formation, but this integration is hindered by negative stereotyping between the two fields. In addition, negative stereotyping between the fields of moral education and character education further (...)
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  • A Critical Comparison of Classical and Domain Theory: Some Implications for Character Education.Matthew Wilks Keefer - 2006 - Journal of Moral Education 35 (3):369-386.
    Contemporary approaches to moral education are influenced by the ?domain theory? approach to understanding moral development (Turiel, 1983; 1998; Nucci, 2001). Domain theory holds there are distinct conventional, personal and moral domains; each constituting a cognitive ?structured?whole? with its own normative source and sphere of influence. One of the strengths of domain theory is that separating convention from morality and distinguishing morality from self?interest provides a conceptual critique of both conventional values and the pursuit of self?interest. Relying on the work (...)
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  • What the Rule of Law Should Mean in Civics Education: From the 'Following Orders' Defence to the Classroom.Martha Minow1 - 2006 - Journal of Moral Education 35 (2):137-162.
    (2006). What the rule of law should mean in civics education: from the ‘Following Orders’ defence to the classroom. Journal of Moral Education: Vol. 35, No. 2, pp. 137-162.
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  • The Just Community Approach to Moral Education: System Change or Individual Change?Fritz K. Oser, Wolfgang Althof & Ann Higgins‐D'Alessandro - 2008 - Journal of Moral Education 37 (3):395-415.
    This article focuses on the development of, and new theorising about, a strong democracy education intervention, the Just Community approach. Three questions frame the discussion: (1) Does democracy education change children and adolescents or do students in these programs change their schools, or is there a dynamic interaction over time? (2) How can democracy be ?learned?? How can the concept of democracy be most thoroughly learned and how can democratic problem?solving skills best be acquired? (3) How can we optimise the (...)
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  • On Dual Processing and Heuristic Approaches to Moral Cognition.Daniel K. Lapsley & Patrick L. Hill - 2008 - Journal of Moral Education 37 (3):313-332.
    We examine the implications of dual?processing theories of cognition for the moral domain, with particular emphasis upon ?System 1? theories: the Social Intuitionist Model (Haidt), moral heuristics (Sunstein), fast?and?frugal moral heuristics (Gigerenzer), schema accessibility (Lapsley & Narvaez) and moral expertise (Narvaez). We argue that these theories differ from each other in important ways and should be carefully distinguished. We examine these theories in the light of the ?Berkowitz Rule? with respect to educational practice and conclude with some thoughts about the (...)
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  • Moral Education in the Zone of Proximal Development.Mark B. Tappan - 1998 - Journal of Moral Education 27 (2):141-160.
    Abstract In this paper the outlines of an explicitly ?Vygotskian? perspective on moral education are sketched. I begin by briefly reviewing and critiquing the two most well?known and widely used approaches to moral education??the cognitive?developmental approach and the character education approach??and I suggest that a Vygotskian/socio?cultural perspective has the potential to address many of the problems faced by contemporary moral educators. Vygotsky's ideas about the ?zone of proximal development? are then summarised and those ideas are extended to the domain of (...)
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  • Character Education in a Public High School: A Multi-Year Inquiry Into Unified Studies.David D. Williams, Stephen C. Yanchar, Larry C. Jensen & Cheryl Lewis - 2003 - Journal of Moral Education 32 (1):3-33.
    This article describes how a unique high school programme, not formally designed to teach moral principles or character lessons, contributed substantially to the character education of its students. Graduates over 20 years old were interviewed ( n =106) and completed a questionnaire ( n =204). Findings suggest the programme teachers helped students develop character attributes by providing a desirable character education environment. A majority of students reported that the programme was personalised, practical and, in many cases, life changing. A majority (...)
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  • Fairness, the Pursuit of Happiness, and LD/ADHD.Thomas E. Wren & Carol T. Wren - 2001 - Journal of Moral Education 30 (3):299-302.
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  • The Value of a Developmental Approach to Evaluating Character Development Programmes: An Outcome Study of Facing History and Ourselves.Lynn Hickey Schultz, Dennis J. Barr & Robert L. Selman - 2001 - Journal of Moral Education 30 (1):3-27.
    An outcome study of the Facing History and Ourselves (FHAO) programme is used to illustrate a developmental evaluation methodology developed by the Group for the Study of Interpersonal Development (GSID). The GSID approach to programme evaluation of character development programmes embeds the evaluation into a theoretical framework consonant with the theoretical underpinnings of the programme, using measures sharing the same theoretical assumptions as the practice. The subjects in this study were students in eighth-grade social studies and language arts classes in (...)
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  • Families and Schools as Compensating Agents in Moral Development for a Multicultural Society.Susan Moller Okin & Rob Reich - 1999 - Journal of Moral Education 28 (3):283-298.
    Many experts in moral education agree that the potential for empathy, a key moral emotion, is innate. However, it is also evident that this potential needs to be developed if children are to acquire crucial moral qualities such as honesty, concern for others and a sense of fairness. Our central claim is that important structural changes in both families and schools may be necessary for the development of empathy and, hence, the fostering of these moral virtues. Since many families and (...)
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  • Respect-Due and Respect-Earned: Negotiating Student–Teacher Relationships.Joan F. Goodman - 2009 - Ethics and Education 4 (1):3-17.
    Respect is a cardinal virtue in schools and foundational to our common ethical beliefs, yet its meaning is muddled. For philosophers Kant, Mill, and Rawls, whose influential theories span three centuries, respect includes appreciation of universal human dignity, equality, and autonomy. In their view children, possessors of human dignity, but without perspective and reasoning ability, are entitled only to the most minimal respect. While undeserving of mutual respect they are nonetheless expected to show unilateral respect. Dewey and Piaget, scions of (...)
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  • An Assessment of Moral and Character Education in Initial Entry Training (IET).Kenneth R. Williams - 2010 - Journal of Military Ethics 9 (1):41-56.
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  • ‘The Song Remains the Same’: Rebuttal to Sherblom's Re‐Envisioning of the Legacy of the Care Challenge.Lawrence J. Walker & Jeremy A. Frimer - 2009 - Journal of Moral Education 38 (1):53-68.
    In the Journal of Moral Education, Sherblom examined several empirical and conceptual claims related to gender and morality and re-envisioned the legacy of Gilligan's 'care challenge'. He concluded that the moral and scientific legitimacy of the ethic of care has been established. However, his apologetic is flawed in major ways and scholarly integrity demands a rebuttal. This article exposes how Sherblom's analysis misconstrues some of the empirical claims, fails to present relevant data, entails an incomplete reading of Kohlberg's theory, imputes (...)
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  • Philosophia Christi, 20: 2, 1997 Philosophical Values and Contemporary Theories of Education: II.Stephen M. Clinton - 1997 - Philosophia Christi 20 (2).
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  • Meta-Learning About Business Ethics: Building Honorable Business School Communities. [REVIEW]Linda Klebe Trevino & Donald McCabe - 1994 - Journal of Business Ethics 13 (6):405 - 416.
    We propose extending business ethics education beyond the formal curriculum to the hidden curriculum where messages about ethics and values are implicitly sent and received. In this meta-learning approach, students learn by becoming active participants in an honorable business school community where real ethical issues are openly discussed and acted upon. When combined with formal ethics instruction, this meta-learning approach provides a framework for a proposed comprehensive program of business ethics education.
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  • Forgiveness: A Developmental View.Robert D. Enright, Elizabeth A. Gassin & Ching‐Ru Wu - 1992 - Journal of Moral Education 21 (2):99-114.
    Abstract The concept of interpersonal forgiveness is described first through an examination of ancient writings and contemporary philosophical and psychological discourse. Two psychological models are then described. The first concerns developmental patterns in how people think about forgiving another. The second describes how people may go about forgiving another. Implications for counseling and education are drawn.
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  • Behavioral Ethics: A Critique and a Proposal.Carol Frogley Ellertson, Marc-Charles Ingerson & Richard N. Williams - 2016 - Journal of Business Ethics 138 (1):145-159.
    In behavioral ethics today, there is debate as to which theory of moral development is the best for understanding ethical decision making, thereby facilitating ethical behavior. This debate between behavioral ethicists has been profoundly influenced by the field of moral psychology. Unfortunately, in the course of this marriage between moral psychology and business ethics and subsequent internal debate, a simple but critical understanding of human being in the field of management has been obscured; i.e., that morality is not a secondary (...)
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  • Thinking About Consequences.Jonathan Baron - 1990 - Journal of Moral Education 19 (2):77-87.
    Abstract Critical thinking about moral decisions considers the consequences of options for the achievement of people's goals. Attempts to think critically lead to error and bias, so intuitive rules are needed to guard against these errors and to save time. Intuitive rules, however, lead to errors and biases of their own. I propose that students be taught to approximate critical thinking itself and that they learn rules of thumb to guard against its pitfalls. In particular, students need to learn certain (...)
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  • Moral Judgement Development Within the Family.Sally I. Powers - 1988 - Journal of Moral Education 17 (3):209-219.
    Abstract This paper examines research and theory regarding the process of moral judgement development within the family environment. Four major issues in research on the family's influence on moral judgement development are outlined and the existing data relevant to these issues are briefly presented. The author's approach to studying these issues is described. The implications of research on moral development within the family for moral education are also addressed.
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  • Development of a Cognitive Skill in Solving Business Ethics Problems: The Effect of Instruction. [REVIEW]Iordanis Kavathatzopoulos - 1993 - Journal of Business Ethics 12 (5):379 - 386.
    Education in business ethics focuses mainly on the improvement of ethical awareness, on philosophical issues, or on the transfer of moral content. However, serious problems with the effectiveness of these methods have been reported. In line with the psychological theories of Piaget, Vygotsky and Kohlberg, and in order to avoid the above problems, the educational effort in the present study was concentrated on the stimulation of development of the underlying autonomous cognitive ability to solve moral problems. Adults were trained to (...)
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  • Morality and Cooperation.Michiel Korthals - 1992 - Journal of Moral Education 21 (1):17-27.
    Abstract Piaget's early theory on moral development and moral education can elucidate some important points in the discussion about a broad or narrow definition of morality and its consequences for educational practice. In the first place, Piaget introduces a concept of morality which transcends the partly misleading dichotomy between broad and narrow morality. Secondly, he conceptualizes the educational relationship as a development of two stages and evades the unfruitful dichotomy between liberal education and transmission of traditions. In this regard, his (...)
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  • A Model of Intervention for Improving Moral Reasoning: An Experiment in the Basque Country.Concepción Medrano & M. Angeles De la Caba - 1994 - Journal of Moral Education 23 (4):427-437.
    Abstract The experiment presented falls within Kohlberg's constructivist model, and attempts to respond to the need for work on those interpersonal values which may be called ethical or moral, in practical education. The intervention took place in a state school in Vizcaya (Basque Country), with a sample of 97 subjects between the ages of 9 and 14 years. A pre?test??post?test design was used in order to check for the achievement of more mature states of moral development. The main working strategy (...)
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  • Toward a Fair Community of Scholars: Moral Education as the Negotiation of Classroom Practices.Theresa A. Thorkildsen - 1994 - Journal of Moral Education 23 (4):371-385.
    Abstract This paper reviews research on students? concepts and theories of fair and effective educational practices and casts them as insightful critics of schooling who should be included in the negotiation of academic practices. Formal interviews show that students consider the goal or definition of the situation when evaluating the fairness of practices, and that conceptions of fairness develop differently for each type of situation. Students also hold different theories about how school should be defined and which situations should predominate. (...)
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  • Moral Reasoning and Business Ethics: Implications for Research, Education, and Management. [REVIEW]Linda Klebe Trevino - 1992 - Journal of Business Ethics 11 (5-6):445 - 459.
    This paper reviews Kohlberg''s (1969) theory of cognitive moral development, highlighting moral reasoning research relevant to the business ethics domain. Implications for future business ethics research, higher education and training, and the management of ethical/unethical behavior are discussed.
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  • The Relationship Between Perceptions of a Chinese High School's Ethical Climate and Students' School Performance.Mingchu Luo, Wenmin Huang & Lotfollah Najjar - 2007 - Journal of Moral Education 36 (1):93-111.
    This study examined the relationship of school ethical climate and students' school performance within the context of a Chinese high school. Gender and grade-level differences in ethical climate perceptions were also explored. Survey data on perceptions of school ethical climate based upon the dimensions of student-to-teacher, student-to-student and teacher-to-student interactions and relationships were obtained from 754 students. Results of the study showed that students' perceptions of their high school's ethical climate were related to academic achievement, gender and grade level. Students' (...)
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  • Moral Education as an Historical/Political/Social Science.Ann Higgins‐D'Alessandro - 1996 - Journal of Moral Education 25 (1):57-66.
    Abstract This paper introduces a vision of moral education for the future. It argues that for moral education to take its place as essential in the curriculum, moral educators must acknowledge and adopt the goal for moral education expected by lay?people and by society; that is, to create better societies and a better world in addition to developing the character and moral acumen of individuals. Examples are used to argue that the world is a smaller, and also a new, place (...)
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  • Dancing Up a Spiral Staircase: Learning How Best Practices and Policies Intertwine Lifelong Moral Development with Education.Ann Higgins-D’Alessandro - 2011 - Journal of Moral Education 40 (3):397-405.
    My professional and personal lives have always intertwined; as someone who works in moral education and psychology?fields defined by historical and socio-political contexts?the political sphere has also surrounded my career. Being a researcher, interventionist and evaluator has taught me that it is very easy to lose one or more of the necessary, but often too loosely woven, threads of educational practice and policy with human development and culture. Based on my own professional experiences, I discuss two sets of issues that (...)
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  • Race, Community and Moral Education: Kohlberg and Spielberg as Civic Educators.Lawrence Blum - 1999 - Journal of Moral Education 28 (2):125-143.
    Literature on moral education has contributed surprisingly little to our understanding of issues of race and education. The creation of inter-racial communities in schools is a particularly vital antiracist educational goal, one for which public support in the United States has weakened since the 1970s. As contexts for antiracist moral education, such communities should involve racially plural groups of students learning about, and engaging in, common aims, some of which must be distinctly antiracist: an explicit concern to institute racially just (...)
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  • Does Economics and Business Education Wash Away Moral Judgment Competence?Katrin Hummel, Dieter Pfaff & Katja Rost - 2018 - Journal of Business Ethics 150 (2):559-577.
    In view of the numerous accounting and corporate scandals associated with various forms of moral misconduct and the recent financial crisis, economics and business programs are often accused of actively contributing to the amoral decision making of their graduates. It is argued that theories and ideas taught at universities engender moral misbehavior among some managers, as these theories mainly focus on the primacy of profit-maximization and typically neglect the ethical and moral dimensions of decision making. To investigate this criticism, two (...)
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  • Hierarchical Control or Individuals' Moral Autonomy? Addressing a Fundamental Tension in the Management of Business Ethics.Patrick Maclagan - 2007 - Business Ethics 16 (1):48–61.
    There is a fundamental tension in business ethics between the apparent need to ensure ethical conduct through hierarchical control, and the encouragement of individuals' potential for autonomous moral judgement. In philosophical terms, these positions are consequentialist and Kantian, respectively. This paper assumes the former to be the dominant position in practice, and probably in theory also, but regards it as a misplaced extension of the more general managerial tendency to seek and maintain control over employees. While the functions of such (...)
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  • Book Review Essay, Parenting Good Children. [REVIEW]Darcia Narvaez & Christyan Mitchell - 1999 - Journal of Moral Education 28 (3):387-394.
    In this review we will examine four books that instruct parents in directing the moral development of their children. We also make suggestions on how to think about fostering moral children.
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  • Hushing as a Moral Dilemma in the Classroom.Robert Thornberg - 2006 - Journal of Moral Education 35 (1):89-104.
    Life in the classroom is governed by a variety of rules. One typical classroom rule is the rule of silence or low noise. Teachers often deal with students' noise?making and conversations by hushing them. This article reports an investigation of how hushing can create moral dilemmas for students at their desks in the classroom. This study is part of a larger ethnographic research project on values education in the daily life of school, conducted in two primary schools in Sweden. The (...)
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