In the context of the recent revival of virtue ethics, the notion of character formation under the rational guidance of Aristotle's notion of "phronesis," or practical wisdom, has been exalted as the principal aim of moral education. However, this is not unproblematic insofar as the promotion of Aristotelian "phronesis" seems…

News and media reports indicate that the perceived value of university education is declining amongst students -- one of the indicators being an increase in apprenticeships. As educators, we need to identify the reasons for this and ask ourselves whether we provide holistic education to students. Based on this rationale, this forward-looking and…

In the literature on citizenship education, frequent references are made to Dewey. However, educationalists do not always interpret him correctly. To provide some counterbalance, I explain Dewey's views on education and democracy. I base this, not only on "Democracy and Education", but also on 17 articles that Dewey wrote after…

This article reasserts the centrality of reasoning as the focus for moral education. Attention to moral cognition must be extended to incorporate sociogenetic processes in moral growth. Moral education is not simply growth within the moral domain, but addresses capacities of students to engage in cross-domain coordination. Development beyond…

In the post-Kohlbergian era of moral education, a "moral gap" has been identified between moral cognition and moral action. Contemporary moral psychologists lock horns over how this gap might be bridged. The two main contenders for such bridge-building are moral emotions and moral selves. I explore these two options from an Aristotelian…

This article addresses the question of why the emotions children and adolescents anticipate in the context of hypothetical scenarios have been repeatedly found to predict actual (im)moral behavior. It argues that a common motivational account of this relationship is insufficient. Instead, three links are proposed that connect cognitive…

Society is in turmoil that can be termed a moral crisis the result of dogmatic materialistic worldviews. A more holistic framework for moral development based on the tripartite theory that considers cognitive, affective and conative domains and capacities is presented along with some guiding principles as an answer to the needs of the modern…

Moral intelligence is newer and less studied than the more established cognitive, emotional and social intelligences, but has great potential to improve our understanding of learning and behavior. Moral intelligence refers to the ability to apply ethical principles to personal goals, values and actions. The construct of moral intelligence consists…

New social studies curricula and methods need to be adapted to fundamental aims of education -- the stimulation of cognitive and moral development. Educational implications of Piaget's work in cognitive stage development and the author's work in moral stage development are based upon the cognitive developmental transition of John Dewey, who…

Inmate treatment programs are designed to rehabilitate individuals who are incarcerated and give them the chance for a crime-free life. Previous research shows support for inmate treatment programs and support for moral education programs that have been implemented mostly in school settings. This particular study investigated a moral education…

This literature review presents the essentials of the theory of Values Clarification and its fundamental terms, and makes a critical analysis of the Values Clarification Theory of Valuation. (Author/JLL)

The author argues that moral behavior can be developed by instructional strategies that are primarily cognitive in nature. These strategies include the teacher telling, explaining, or arguing; and students being encouraged to identify, discuss, and analyze ethical issues. (Author/RM)

The author argues that moral behavior cannot be developed by instructional strategies that are primarily cognitive in nature. Encouraging students to (1) analyze and clarify their own values and behavior and those of others and (2) evaluate different values and/or solutions to moral problems will not make anyone more moral. (Author/RM)

Discusses possibilities of ethical perception. Contrasts rationally based views with theories from narrative and feminist ethical points of view. Suggests that theories of aesthetic perception may be similar to the nonrational moral theories. Concludes that the function of the arts may be moral illumination because of the relationship between…

Examines two approaches to teaching moral decision making: values clarification and Kohlberg's cognitive-developmental approach. Suggests both rest on insufficient theory of choice. Greater dialogue is needed between those who develop theories of morality and choosing and those who develop techniques for preparing people to make sound moral…