Most of human history and prehistory was lived in economic poverty but with social and ecological wealth, both of which are diminishing as commodification takes over most everything. Human moral wealth has also deteriorated. Because humans are biosocially, dynamically, and epigenetically shaped, early experience is key for developing one's moral…

Most of the views ascribed to us we do not recognise and suggest that several misunderstandings flavour Welch's commentary. We clarify some of our positions here and recommend further collaboration among philosophers and psychologists.

With the aid of techniques such as functional magnetic resonance imaging, neuroscience is providing a new perspective on human behaviour. Many areas of psychology have recognised and embraced the new technologies, methodologies and relevant findings. But how do the tools of neuroscience affect the fields of moral development and moral education?…

Debating whether or not teachers should teach values addresses the wrong question. Education already is a values-infused enterprise. The larger question is how to train teachers for positive character formation. Two teacher education strategies are presented in this article. A "minimalist" strategy requires teacher educators to make explicit the…

Proposes an action program for moral education in the public schools that incorporates lessons learned from the Head Start movement. Recommends a four-component model of sensitivity, judgment, motivation, and character for this program. (SLD)

The Community Voices and Character Education (CVCE) Project presents a model for moral education that is based on four ideals: (1) the consensus among leaders worldwide on the necessary characteristics of a citizen in the new century; (2) the conception of human goodness from moral philosophy; (3) conclusions from social sciences about what helps…

Reviews studies examining differences in moral schema development, using techniques that range from measuring implicit knowledge (such as the defining issues test) and explicit knowledge (such as with the moral judgment interview). Finds significant differences in the comprehension of moral narratives based on age/education and level of expertise.…

Tested third-, fifth-grade, and college students for ability to apprehend moral messages in selected stories from "Book of Virtues." Asked participants to generate the message, select the message from a list, and select a vignette with the same message from three possibilities. Results Indicate a developmental difference in moral-theme…