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Sachs-Cobbe, Benjamin – Theory and Research in Education, 2023
Since the 1990s, education for the virtues of citizenship has become widespread in the United States and United Kingdom. It is intended to inculcate virtues such as courtesy, respect and truthfulness in school children. This essay defends education for the virtues of citizenship against two criticisms. According to the first, which might be called…
Descriptors: Civics, Citizenship Education, Political Attitudes, Moral Development
McKenna, Joseph – Theory and Research in Education, 2020
In her Exemplarist Moral Theory, Linda Zagzebski argues that we can empirically discover the meaning of moral terms like 'virtue' and 'the good life' by direct reference to moral exemplars -- those people we admire as morally exceptional. Her proposal is promising, because (1) moral exemplars play an important motivating role in moral education,…
Descriptors: Moral Values, Moral Development, Educational Theories, Role
Lewis, Colin J. – Educational Philosophy and Theory, 2019
Despite increasing studies and applications of Vygotsky's theory of learning and development, little has been written connecting Vygotsky specifically to "moral" education. The most comprehensive attempt at formulating such an account is given by MarkĀ Tappan. I critically evaluate Tappan's account before raising several problems for his…
Descriptors: Moral Values, Moral Development, Learning Theories, Criticism
Sarid, Ariel – Educational Philosophy and Theory, 2017
Zygmunt Bauman has devoted considerable amount of attention to the discussion of the educational challenges in liquid modernity. While a good deal of professional attention has been given to Bauman's concept in various fields and disciplines, his views on education have received relatively little response by educational theorists and…
Descriptors: Criticism, Ethical Instruction, Moral Development, Moral Issues
Slote, Michael – Journal of Moral Education, 2016
Moral Self-Cultivation plays an important, even a central role, in the Confucian philosophical tradition, but philosophers in the West, most notably Aristotle and Kant, also hold that moral self-cultivation or self-shaping is possible and morally imperative. This paper argues that these traditions are psychologically unrealistic in what they say…
Descriptors: Moral Values, Moral Development, Criticism, Western Civilization
White, Brian – Journal of Moral Education, 2015
Many conservatives, including some conservative scholars, blame the ideas and influence of John Dewey for what has frequently been called a crisis of character, a catastrophic decline in moral behavior in the schools and society of North America. Dewey's critics claim that he is responsible for the undermining of the kinds of instruction that…
Descriptors: Ethical Instruction, Moral Values, Educational Philosophy, Political Attitudes
Williams, Kevin – Journal of Philosophy of Education, 2009
Despite his elusiveness on important issues, there is much in Michael Oakeshott's educational vision that Richard Peters quite rightly wishes to endorse. The main aim of this essay is, however, to consider Peters' justifiable critique of three features of Oakeshott's work. These are (1) the rigidity of his distinction between vocational and…
Descriptors: Educational Philosophy, Vocational Education, Criticism, Epistemology
Biesta, Gert J. J.; Stams, Geert-Jan J. M. – 2001
The project of which this paper is a part consists of three steps. The first step (an American Educational Research Association (AERA) Conference 2000 paper subtitled "Clearing the Terrain") provided a critical overview of current debates on moral development and education, focusing on the relationship between empirical and theoretical…
Descriptors: Criticism, Ethical Instruction, Moral Development, Moral Issues
Richmond, Aaron; Cummings, Rhoda – Journal of Moral Education, 2004
David Carr (2002) has argued against the use of developmental theories as a basis for curriculum development in moral education. Although we find common ground with some aspects of Carr's arguments, we disagree with several of his criticisms of the cognitive-developmental approach to moral education. He confuses romantic ideology (as espoused by…
Descriptors: Ethical Instruction, Ideology, Curriculum Development, Moral Development
Keefer, Matthew Wilks – Journal of Moral Education, 2006
Contemporary approaches to moral education are influenced by the "domain theory" approach to understanding moral development (Turiel, 1983; 1998; Nucci, 2001). Domain theory holds there are distinct conventional, personal and moral domains; each constituting a cognitive "structured-whole" with its own normative source and sphere of influence. One…
Descriptors: Ethical Instruction, Values Education, Moral Development, Comparative Analysis

Pagano, Jo Anne – Journal of Moral Education, 1991
Discusses student criticism of higher education. Responds in the context of moral questions. Argues that education is about the development of a moral imagination. Suggests that students be encouraged to locate their own questions in material to be studied. Concludes that through storytelling teachers and students can find common ground as well as…
Descriptors: Criticism, Educational Objectives, Ethical Instruction, Higher Education

White, Fiona A. – Journal of Moral Education, 1996
Asserts that Lawrence Kohlberg's purely "formalistic" conceptualizations of moral judgment and associated measures may misrepresent the true nature of moral thought. Identifies logical inconsistencies in Kohlberg's reliance on the "form" of moral judgment and argues for a reconceptualization in terms of content. Discusses the…
Descriptors: Cognitive Psychology, Criticism, Developmental Stages, Educational Change

Boyd, Dwight – Journal of Moral Education, 1996
Analyzes and critiques several theoretical assumptions concerning moral education. Maintains that current theoretical approaches contain such a broad variation that they lack practical application. The singular focus on individuals and their interactions presents another problem. Advocates reformulating theoretical concepts to address these…
Descriptors: Criticism, Educational Environment, Educational Improvement, Educational Objectives