Students' positive perceptions of teachers' caring behaviour have favourable outcomes, yet they have been little researched, especially in an Asian context. This study aims to establish a model explaining teachers' caring behaviour (TCB) by testing multiple indicators. The survey instrument was administered to 296 students, whose responses were…

This paper is concerned with the civic significance and cultivation of three constructs that involve different ways of having an expansive and virtuous concern for others. Identification with all humanity involves caring for an expansive domain of others, identifying with humanity generally and not just with one's ingroup. Others-centeredness…

The purpose of this study was to investigate teachers' ethical sensitivity in Finland (N = 255) and Estonia (N = 412). The survey included the quantitative "Ethical Sensitivity Scale Questionnaire" and a qualitative open-ended question about successful teaching. In order to capture its essential characteristics, ethical sensitivity was…

Generativity, defined as care and concern for future generations as a legacy of the self, is central to developmental success in midlife, though recent research suggests that it is also an important aspect of positive development to younger adults and adolescents. Following previous studies using midlife samples, in the current study we…

Previous research on children's moral reasoning usually used a quantitative approach and a pre-determined set of methods in order to establish early moral landmarks. We proposed a qualitative perspective on the basis of which we have formulated three main objectives: 1) to identify the main categories of behaviors that children spontaneously…

The construct of moral injury is usually utilized to understand cases in which individuals perform or witness actions they consider morally wrong. In this paper, we suggest the construct of "moral trap", which entails circumstances in which teachers face pressure to act but are unable to simultaneously meet the demands of care, justice,…

Educational institutions exist in reciprocal relations with broader social and moral ecologies. These ecologies involve interactions of networks of individuals and groups with wider aspects of culture, and are therefore broadly social, and they contain explicit or implicit content with regard to right and wrong, and are therefore moral. There is…

The road to a virtuous life is typically met with roadblocks and detours. Life stories reveal the courses people chart around those roadblocks in their attempts to cultivate virtuous lives in non-idealized circumstances. Life stories feature difficult choices (e.g., between love and work, between pursuing personal interests and caring for others…

Social media is a key player in contemporary political, cultural and ethical debates. Given much of online engagement is characterised by impulsive and emotive responses, and social media platforms encourage a form of sensationalism that promotes epistemic vices, this paper explores whether there is space online for "moral" responses.…

The notion of moral attention allows the recognition of fundamental aspects of ethical life ignored or neglected by mainstream ethical theories. It is central to the theories of several notable female ethicists and many of them identify the French philosopher Simone Weil as the source of the contemporary use of this concept which invites…

One of the main educational challenges we still face today--more than ever--is the humanistic challenge, namely how to promote humanistic moral values, how to strengthen in students the motivation to be morally active, and especially how to help them recognize the other as a human subject. I adopt Nel Noddings' approach of relational ethics of…

The VIA Classification of Strengths and Virtues attempts to provide a comprehensive model of character based on 24 character strengths. The present study is the largest study to date exploring the structure of the 24 strengths in youth. One sample (N = 23,850) completed the VIA-Youth, a teen measure of the VIA Classification. Based on a random…

Moral foundations theory chastises cognitive developmental theory for having foisted on moral psychology a restrictive conception of the moral domain which involves arbitrarily elevating the values of justice and caring. The account of this negative influence on moral psychology, referred to in the moral foundations theory literature as the…

This article outlines a moral education guided by African traditional values such as "ubuntu" and "ukama." It argues that "ubuntu" is not by definition speciesist, as some have claimed, but that it has strong ecocentric leanings, that is, if "ubuntu" is understood as a concrete expression of…

An ethic of care acknowledges the centrality of the role of caring relationships in moral education. Care ethics requires a conception of "care" that differs from the quotidian use of the word. In order to teach care ethics more effectively, this article discusses four interrelated ways that teachers' understandings of care differ…