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Ronald Lee Zigler [7]Ronald L. Zigler [2]
  1. Educating for Self-Transcendence and the Pluralistic Identity.Ronald L. Zigler - 2004 - Philosophical Studies in Education 35:66 - 75.
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  2.  25
    Reason and Emotion Revisited: Achilles, Arjuna, and Moral Conduct.Ronald Lee Zigler - 1994 - Educational Theory 44 (1):63-78.
  3.  17
    The Four Domains of Moral Education: The Contributions of Dewey, Alexander and Goleman to a Comprehensive Taxonomy.Ronald Lee Zigler - 1998 - Journal of Moral Education 27 (1):19-33.
    Abstract This paper seeks to place a neglected dimension of John Dewey's work into its proper context??and in so doing define four domains of moral education. An examination of the influence of F. Matthias Alexander on Dewey reveals that these writers clearly anticipated the research and ideas which Daniel Goleman has recently sought to popularise in his book Emotional Intelligence.Among Goleman's conclusions is the recommendation that the education of moral character needs to consciously address the development of ?emotional habits? and (...)
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  4. Nourishing the Spirit, Reflection and Dialogue with Our Students on the Question of Intelligent Design: What Are We Likely to Encounter and How Might We Proceed?Ronald Lee Zigler - 2009 - Philosophical Studies in Education 40:211 - 221.
     
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  5.  21
    John Dewey, Eros, Ideals and Collateral Learning: Toward a Descriptive Model of the Exemplary Teacher.Ronald Lee Zigler - forthcoming - Philosophy of Education.
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  6.  12
    The Formation and Transformation of Moral Impulse.Ronald Lee Zigler - 1999 - Journal of Moral Education 28 (4):445-457.
    This paper examines the contributions of recent research on the brain to our understanding of moral development. These insights suggest that we must begin to think more seriously about the formation of moral impulse as the basis for moral development and education rather than simply moral reasoning. Far from providing entirely novel insights about the growth of morality, this research appears to underscore the insights advanced by the medieval Jewish philosopher Maimonides. Both Maimonides and current research from neuroscience portray moral (...)
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  7.  3
    Afterwords.Ronald L. Zigler - 1996 - Educational Theory 46 (2):241-241.
  8.  28
    From the Critical Postmodern to the Postcritical Premodern: Philip Wexler, Religion, and the Transformation of Social‐Educational Theory.Ronald Lee Zigler - 1999 - Educational Theory 49 (3):401-414.