Results for 'moral education'

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  1.  70
    Caring: A Feminine Approach to Ethics and Moral Education.Nel Noddings - 1984 - University of California Press.
    ACKNOWLEDGMENTS. Among Those Who helped greatly in the initial stages of this project by making constructive suggestions on my first "caring" papers are Nick Burbules, William Doll, Bruce Fuller, Brian Hill, William Pinar, Mary Anne ...
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  2.  22
    Analysing Theoretical Frameworks of Moral Education Through Lakatos’s Philosophy of Science.Hyemin Han - 2014 - Journal of Moral Education 43 (1):32-53.
    The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and (...)
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  3.  61
    New Zealand's Recent Concern with Moral Education.Robert Keith Shaw - 1979 - Journal of Moral Education 9 (1):23-35.
    References to moral education in New Zealand over the last fifteen years are traced through official and semi-official government reports, teachers’ publications, and other sources. It is argued that since 1962 there has been an increasing awareness of and concern with moral education. -/- The significance of the Commission on Education in New Zealand in 1962 stressed that New Zealand schools’ prime responsibility was for intellectual education, although they should also be concerned with physical, (...)
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  4. Virtue Ethics and Moral Education.David Carr & J. W. Steutel (eds.) - 1999 - Routledge.
    This book takes a major step in the philosophy of education by moving back past the Enlightenment and reinstating Aristotelian Virtue at the heart of moral education.
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  5.  32
    Is Shame an Ugly Emotion? Four Discourses—Two Contrasting Interpretations for Moral Education.Kristján Kristjánsson - 2014 - Studies in Philosophy and Education 33 (5):495-511.
    This paper offers a sustained philosophical meditation on contrasting interpretations of the emotion of shame within four academic discourses—social psychology, psychological anthropology, educational psychology and Aristotelian scholarship—in order to elicit their implications for moral education. It turns out that within each of these discourses there is a mainstream interpretation which emphasises shame’s expendability or moral ugliness (and where shame is typically described as guilt’s ugly sister), but also a heterodox interpretation which seeks to retrieve and defend shame. (...)
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  6.  54
    Two Principles of Early Moral Education: A Condition for the Law, Reflection and Autonomy.Janez Krek - 2015 - Studies in Philosophy and Education 34 (1):9-29.
    We establish the thesis that in moral education, particularly in the first years of the child’s development, unreflexive acts or unreflexiveness in certain behaviours of adults is a condition for the development of the personality structure and virtues that enable autonomous ethical reflection and a relation to the Other. With the notion of unreflexiveness we refer to resolvedness in the response of adults when it is necessary to establish a limit, or cut, in the child’s demand for pleasure, (...)
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  7.  33
    Situationism and the Neglect of Negative Moral Education.J. P. Messina & Chris W. Surprenant - 2015 - Ethical Theory and Moral Practice 18 (4):835-849.
    This paper responds to the recent situationist critique of practical rationality and decision-making. According to that critique, empirical evidence indicates that our choices are governed by morally irrelevant situational factors and not durable character traits, and rarely result from overt rational deliberation. This critique is taken to indicate that popular moral theories in the Western tradition are descriptively deficient, even if normatively plausible or desirable. But we believe that the situationist findings regarding the sources of, or influences over, our (...)
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  8.  24
    Educating the Moral Artist: Dramatic Rehearsal in Moral Education.Steven A. Fesmire - 1995 - Studies in Philosophy and Education 13 (3-4):213-227.
    Recent sociological studies, like Robert Bellah’s Habits of the Heart, support the claim that Americans retain an ideal of isolated self-sufficiency. Yet the material conditions of our culture require ideals that shun exclusiveness and encourage associated living. The result of this dissonance is that Americans tend to approach their own and others’ values in a way that boils down to irrational personal preference. …Such is the cultural predicament that a theory of moral education must ultimately confront. In this (...)
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  9.  33
    The Meta-Ethical Issue of the Nature of Lying: Implications for Moral Education.Ikuenobe Polycarp - 2002 - Studies in Philosophy and Education 21 (1):37-63.
    I argue that lying has many dimensions, hence, some putativecases of lying may not match our intuitions or acceptedmeanings of lying. The moral lesson we should teach must be that lying is not a simple principle or feature, buta cluster of features or spectrum of shades, where anythingin the spectrum or cluster is considered lying. I argue thatthe view regarding lying as a single principle or featurehas problematic meta-ethical implications. I do a meta-ethicalanalysis of the meaning of lying, not (...)
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  10. Moral Education in an Age of Globalization.Nel Noddings - 2010 - Educational Philosophy and Theory 42 (4):390-396.
    Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.
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  11.  73
    Philosophical Discussion in Moral Education: The Community of Ethical Inquiry.Tim Sprod - 2001 - Routledge.
    In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's (...)
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  12.  88
    An Introduction to Moral Philosophy and Moral Education.Robin Barrow - 2007 - Routledge.
    Integrity : a shared moral value -- Religion, nature and intuition as possible sources of moral truth -- Some distinctions and some mistakes -- Rights and procedures -- Principles that define morality -- Reasons for being moral -- Relativism -- Second order principles -- Moral vs. social, ecological and sexual values -- Moral vs. health and safety values -- Moral questions in education -- The question of moral education -- Forms of (...)
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  13.  79
    Kant's Account of Moral Education.Johannes Giesinger - 2011 - Educational Philosophy and Theory 44 (7):775-786.
    While Kant's pedagogical lectures present an account of moral education, his theory of freedom and morality seems to leave no room for the possibility of an education for freedom and morality. In this paper, it is first shown that Kant's moral philosophy and his educational philosophy are developed within different theoretical paradigms: whereas the former is situated within a transcendentalist framework, the latter relies on a teleological notion of human nature. The second part of this paper (...)
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  14.  38
    Identity, Citizenship and Moral Education.Laurance Splitter - 2011 - Educational Philosophy and Theory 43 (5):484-505.
    Questions of identity such as ‘Who am I?’ are often answered by appeals to one or more affiliations with a specific nation (citizenship), culture, ethnicity, religion, etc. Taking as given the idea that identity over time—including identification and re-identification—for objects of a particular kind requires that there be criteria of identity appropriate to things of that kind, I argue that citizenship, as a ‘collectivist’ concept, does not generate such criteria for individual citizens, but that the concept person—which specifies the kind (...)
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  15.  7
    From Clinic to Classroom: Medical Ethics and Moral Education.Howard B. Radest - 2000 - Praeger.
    Explores the impact of biomedical ethics on moral education and on ethics in general.
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  16.  19
    Moral Education From the Perspective of Virtue Ethics.Natasza Szutta - forthcoming - Diametros 46:111-133.
    Compared to other approaches, it is virtue ethics that puts greatest emphasis on moral education. This results from its focus on moral agent and his or her moral condition as the main object of ethical enquiry. The aim of this paper is to outline the moral education within the framework of virtue ethics. I intend to explain how such education embraces the cognitive, affective, and behavioral elements. In the first part of the article, (...)
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  17.  11
    Love and Lust Revisited: Intentionality, Homosexuality and Moral Education.J. Martin Stafford - 1988 - Journal of Applied Philosophy 5 (1):87-100.
    In his book SEXUAL DESIRE, Roger Scruton wrongly maintains that human sexual experience is essential intentional. His thesis depends on his highly revisionary definition of 'sexual desire', the artificial nature of which I expose and criticise. He admits that homosexual desire is capable of the same kind of intentionality as heterosexual desire, and is therefore not intrinsically obscene or perverted, but he advances reasons why homosexuality is morally different from heterosexuality and is therefore an object of disapproval. His arguments presuppose (...)
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  18.  35
    Scripting Situations in Moral Education.Deborah S. Mower - 2010 - Teaching Ethics 11 (1):93-106.
    Situationist research highlights the fact that situational features often influence our behavior in unexpected ways. Virtue ethicists tend to think they can explain away such results, and prescribe cultivating virtue to ward against such moral failings. Situationists argue that studies like these uncover deep flaws within the moral psychology presumed by virtue ethicists, and hold that virtues may be an inadequate grounding for moral behavior and moral education. Using the concept of cognitive scripts from psychology, (...)
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  19.  23
    Internal and External Difficulties in Moral Education.Dan Jau Wei - 2013 - Educational Philosophy and Theory 44 (10):1133-1146.
    Certain difficulties pervade the course of moral education and in this essay a broad picture of these shall be sketched. Moral educators need to understand the problems they will face if they intend to enhance their performance; this includes knowing the limits of moral education, and not going beyond their capacities. These difficulties may be put in two groups, one internal, which is within the control of moral educators; the other external, which is beyond (...)
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  20.  21
    Re-Conceptualizing Critical Thinking for Moral Education in Culturally Plural Societies.Duck-Joo Kwak - 2007 - Educational Philosophy and Theory 39 (4):460–470.
    This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism (...)
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  21.  17
    Desert, Harm Reduction, and Moral Education: The Case for a Tortfeasor Penalty.Richard L. Lippke - 2003 - Res Publica 9 (2):127-147.
    Those found liable for negligently injuring others are required to compensate them, but current practices permit most tort feasors to spread the costs of their liability burdens through the purchase of insurance. Those found guilty of criminal offences, however, are not allowed to shift the burdens of their sentences onto others. Yet the reasons for not allowing criminal offenders to shift such burdens – harm reduction, retribution, and moral education – also appear to retain some force in relation (...)
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  22. Moral Education.Barry I. Chazan - 1973 - New York: Teachers College Press.
    Frankena, W. K. Morality and moral philosophy.--Soltis, J. F. Men, machines and morality.--Chazan, B. I. The moral situation.--Phenix, P. H. Ethics and the will of God.--Moore, G. E. The indefinability of good.--Morgenbesser, S. Approaches to ethical objectivity.--Sartre, J. P. Existentialism and ethics.--Hare, R. M. Decisions of principle.--Singer, M. G. Moral rules and principles.--Hare, R. M. Adolescents into adults.--Wilson, J. Assessing the morally educated person.--Kohlberg, L. The child as a moral philosopher.--Frankena, W. K. Toward a philosophy of (...)
     
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  23.  8
    Virtue, Reason, and the False Public Voice: Catharine Macaulay's Philosophy of Moral Education.Connie Titone - 2009 - Educational Philosophy and Theory 41 (1):91-108.
    Catharine Macaulay, an 18th century English historian, published her educational philosophy in Letters on Education with Observations on Religious and Metaphysical Subjects in 1790. The ultimate goal of her educational process, to ‘bring the human mind to such a height of perfection as shall induce the practice of the best morals’, is examined in this paper. Her ideas about the interactions among benevolence, sympathy, reason and the public voice with regard to the education of the moral, virtuous (...)
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  24. Milton's Paradise Lost: Moral Education.Margaret Olofson Thickstun - 2007 - Palgrave-Macmillan.
    This book reads Milton’s Paradise Lost as a poem that seeks to educate its readers by narrating the education of its main characters. Many of Milton’s characters enter the action in late adolescence, newly independent and eager to test themselves, to discover who they are and their place in the world. The poem charts their progress into moral adulthood. Taking as its premise that attention to the moral development of the poem’s main characters will open the poem (...)
     
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  25. Aristotle on Law and Moral Education.Zena Hitz - 2012 - Oxford Studies in Ancient Philosophy 42:263-306.
    It is widely agreed that Aristotle holds that the best moral education involves habituation in the proper pleasures of virtuous action. But it is rarely acknowledged that Aristotle repeatedly emphasizes the social and political sources of good habits, and strongly suggests that the correct law‐ordained education in proper pleasures is very rare or non‐existent. A careful look at the Nicomachean Ethics along with parallel discussions in the Eudemian Ethics and Politics suggests that Aristotle divided public moral (...)
     
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  26.  33
    Ecological Imagination in Moral Education, East and West.Steven Fesmire - 2012 - Contemporary Pragmatism 9 (1):205-222.
    Relational philosophies developed in classical American pragmatism and the Kyoto School of modern Japanese philosophy suggest aims for greater ecological responsiveness in moral education. To better guide education, we need to know how ecological perception becomes relevant to our deliberations. Our deliberations enlist imagination of a specifically ecological sort when the imaginative structures we use to understand ecosystemic relationships shape our mental simulations and rehearsals. Enriched through cross-cultural dialogue, a finely aware ecological imagination can make the deliberations (...)
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  27. Moral Education in a Liberal Society.Eamonn Callan - 1985 - Journal of Moral Education 14 (1):9-22.
     
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  28. Lawrence Kohlberg's Approach to Moral Education.F. Clark Power, Ann Higgins-D'alessandro & Lawrence Kohlberg - 1989
  29. Kant's Contribution to Moral Education: The Relevance of Catechistics.Chris W. Surprenant - 2010 - Journal of Moral Education 39 (2):165-174.
    Kant’s deontological ethics, along with Aristotle’s virtue ethics and Mill’s utilitarian ethics, is often identified as one of the three primary moral options between which individuals can choose. Given the importance of Kant’s moral philosophy, it is surprising and disappointing how little has been written on his important contributions to moral education. Kant argues for a catechistic approach to moral education. By memorizing a series of moral questions and answers, an individual learns the (...)
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  30.  16
    Moral Education: An Act-Utilitarian View1.Sanford S. Levy - 1990 - Studies in Philosophy and Education 10 (2):165-174.
  31.  21
    The Importance of Examples for Moral Education: An Aristotelian Perspective.Kevin McDonough - 1995 - Studies in Philosophy and Education 14 (1):77-103.
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  32.  39
    Emulation and the Use of Role Models in Moral Education.Kristján Kristjánsson - 2006 - Journal of Moral Education 35 (1):37-49.
    This article is about (1) the ancient (Aristotelian) emotional virtue of emulation, (2) some current character?education inspired accounts of the use of role models in moral education and, most importantly, (3) the potential relevance of (1) for (2). The author argues that the strategy of role?modelling, as explicated by the character?education movement, is beset with three unsolved problems: an empirical problem of why this method is needed; a methodological problem of how students are to be inspired (...)
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  33.  76
    Moral Education and Character Education: Their Relationship and Roles in Citizenship Education.Wolfgang Althof & Marvin 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 (...)
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  34.  25
    Moral Education Trends Over 40 Years: A Content Analysis of the Journal of Moral Education (1971–2011).Chi-Ming Lee & Monica J. Taylor - 2013 - Journal of Moral Education 42 (4):1-31.
    In 2011 the Journal of Moral Education (JME) celebrated its 40th anniversary of publication. It seemed appropriate to examine and reflect on the JME?s achievements by reviewing its evolution and contribution to the emerging field of moral education and development. Moral education trends, as reflected in the 945 articles published in JME from 1971 to 2011, were investigated by content analysis. The research objectives were: to discover the trends in moral education as (...)
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  35.  25
    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 (...)
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  36.  14
    Political Identity and Moral Education: A Response to Jonathan Haidt's The Righteous Mind.Lawrence Blum - 2013 - Journal of Moral Education 42 (3):298-315.
    In The Righteous Mind, Jonathan Haidt claims that liberals have a narrower moral outlook than conservatives?they are concerned with fairness and relief of suffering, which Haidt sees as individualistic values, while conservatives care about authority and loyalty too, values concerned with holding society together. I question Haidt?s methodology, which does not permit liberals to express concerns with social bonds that do not fit within an ?authority? or ?loyalty? framework and discounts people who support liberal positions but do not self-ascribe (...)
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  37.  17
    Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the JME Special Issue, September 2008.Minkang Kim & Derek Sankey - 2009 - Journal of Moral Education 38 (3):283-298.
    Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper (...)
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  38.  3
    The Relevance of Cosmopolitanism for Moral Education.Michael S. Merry & Doret J. De Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends?in?themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work (...)
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  39.  34
    The Just Community Approach to Moral Education.Clark Power - 1988 - Journal of Moral Education 17 (3):195-208.
    Abstract This paper describes the evolution of the just community approach from Lawrence Kohlberg's earliest educational theorizing to the most recent experimental applications. The just community approach represents Kohlberg's most mature theory of moral education and has been the subject of intense research since 1975. Although Kohlberg initially recommended the discussion of moral dilemmas as a means of promoting moral development, he envisaged a far more radical and comprehensive approach. Inspired by a kibbutz school that successfully (...)
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  40.  4
    Moral Education the CHARACTERplus Way®.Jon C. Marshall, Sarah D. Caldwell & Jeanne Foster - 2011 - Journal of Moral Education 40 (1):51-72.
    Traditional approaches to character education have been viewed by many educators as an attempt to establish self control within students to habituate them to prescribed behaviour and as nothing more than a ?bits?and?pieces? approach to moral education. While this is accurate for many character education programmes, integrated multi?dimensional character education embraces both moral education and character formation. Students learn to identify and process social conventions within the core values of the school and community (...)
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  41.  51
    Sport and Moral Education.Peter J. Arnold - 1994 - Journal of Moral Education 23 (1):75-89.
    Abstract It is suggested that there are three broadly held views about sport in relation to the moral life??the positive view, the neutral view and the negative view. Following a brief examination of morality and moral education the first of these views is upheld by arguing that sport as fairness is inherently concerned with the moral. It is further argued that sport is a valued human practice concerned with the virtues and that as a part of (...)
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  42.  32
    Moral Education in Family Life: The Effects of Diversity.J. Mark Halstead - 1999 - Journal of Moral Education 28 (3):265-281.
    Diversity is a feature of family life which those who speak of the importance of family values should not ignore. The diversity is seen not only in the structure of families, but also in the moral values which children actually pick up in the context of the family and the way in which the transmission of values occurs. Diversity becomes a matter of public importance when the values which children develop at home are perceived to be in serious conflict (...)
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  43.  22
    Changes and Challenges for Moral Education in Taiwan.Chi‐Ming Lee * Angela - 2004 - Journal of Moral Education 33 (4):575-595.
    Taiwan has gradually transformed from an authoritarian to a democratic society. The education system is moving from uniformity to diversity, from authoritarian centralization to deregulation and pluralism. Moral education is a reflection of, and influenced by, educational reform and social change, as this paper shows in describing the history of moral education in Taiwan. From 1949 to the 1980s, Taiwan's moral education consisted of ideological, nationalistic, political education and the teaching of a (...)
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  44.  26
    Ethics Before Equality: Moral Education After Levinas.Paul Standish - 2001 - Journal of Moral Education 30 (4):339-347.
    Emptiness, indeed nihilism, is a characteristic of so much contemporary discourse regarding morality and moral education. This is found in facile notions of teaching right and wrong but also in the prevalence of rights-talk, with its sacrosanct assumptions about equality. This article examines this discourse in the light of Levinas' account of the primacy of ethics - of my absolute responsibility in the face of the other, of the asymmetry of my relation to the other. It seeks an (...)
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  45.  29
    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 (...)
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  46.  18
    Moral Education or Political Education in the Vietnamese Educational System?Dung Hue Doan - 2005 - Journal of Moral Education 34 (4):451-463.
    Vietnam has experienced the influences of different social standards and values of Confucianism, Communism and several major religions, such as Buddhism and Catholicism, and has also undergone tremendous social change in recent decades. Consequently, moral education in present?day Vietnam takes various forms and definitions. Nowadays, moral education is incorporated in the formal curriculum and taught as a single subject of study at all levels of the Vietnamese education system. The focus of moral education (...)
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  47.  26
    Educating Human Nature: 'Nature' and 'Nurture' in Early Confucian Moral Education.Judson B. Murray - 2012 - Journal of Moral Education 41 (4):509-527.
    This study examines early Chinese moral education?its curriculum, objectives and the philosophical assumptions underlying them?in its classical Confucian expression. It analyzes early Confucian debates on moral psychology, the Confucian moral curriculum consisting of model emulation, cultural practices and canonical instruction, and the methods and aims of Confucian statecraft. The study reveals how ancient Confucians integrated these components into a coherent discourse on moral education and its implementation for the related purposes of cultivating virtuous people (...)
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  48.  20
    The Legacies of Liberalism and Oppressive Relations: Facing a Dilemma for the Subject of Moral Education.Dwight Boyd* † - 2004 - Journal of Moral Education 33 (1):3-22.
    In modern Western moral and political theory the notion of the liberal subject has flourished as the locus of moral experience, interpretation and critique. Through this conceptual lens on subjectivity, individuals are enabled to shape and regulate their interactions in arguably desirable ways, e.g. through principles of respect for persons and the constraints of reciprocal rights, and moral education has largely adopted this perspective. However, this article argues that some kinds of morally significant relations?those framed by (...)
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  49.  25
    Theorising Drama as Moral Education.Joe Winston - 1999 - Journal of Moral Education 28 (4):459-471.
    Although it is commonly assumed within schools that drama has a place within moral education, there is very little theory or analysis to support the assumption. This article sketches a theoretical framework to show how and in what ways drama can make a distinctive contribution to the field. Drawing upon Stenhouse (1975) it proposes a broad distinction between moral instruction and moral induction and analyses drama's potential contribution to both areas. In so doing, it draws links (...)
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  50.  27
    Did the Moral Education Establishment Kill Character? An Autopsy of the Death of Character.Perry L. Glanzer - 2003 - Journal of Moral Education 32 (3):291-306.
    This essay examines James Davison Hunter's claim that the moral education establishment is responsible for the death of character. I contend that although Hunter's rhetoric about the "death of character" is distracting and his claims against the moral education establishment are overstated, moral educators must grapple with his finding that effective moral education requires a coherent moral culture with a clear conception of public and private good. I attempt to draw out the (...)
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