Journal of Moral Education 33 (3):245-269 (2004)
This paper proposes a lifespan developmental model of critical moral consciousness and examines its implications for education in childhood, adolescence and adulthood. Mature moral consciousness, central to negotiating the challenges of the 21st century, is characterized by a deepening lifelong integration of moral motivation, agency and critical discernment. The paper describes the evolution of moral consciousness through three levels; pre?critical consciousness (pCC), transitional critical consciousness (tCC) and critical consciousness (CC) and eight chronologically ascending psychosocial themes. It focuses on the first two periods and operationalizes the role of education in cultivating the four dimensions of moral motivation: a moral sense of identity, a sense of responsibility and agency, a deep sense of relatedness on all levels of living and a sense of meaning and life purpose. The paper proposes a re?envisioning of education in the direction of integrating mind and heart, developing both moral motivation and critical discernment and integrating these into optimal consciousness
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Why Philosophical Ethics in School: Implications for Education in Technology and in General.Viktor Gardelli, Eva Alerby & Anders Persson - 2014 - Ethics and Education 9 (1):16-28.
Ethical Reflections on Becoming Teachers.Pamela Bolotin Joseph - 2016 - Journal of Moral Education 45 (1):31-45.
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