Purpose: This article presents the theoretical framework, research design, methodology, and main findings of the comparative measurement of ethical-moral competences of 15-year-old upper secondary students in Shanghai, under the ETiK-International-Shanghai project. Design/Approach/Methods: By dividing the ethical-moral competences into the…

Virtue education is gaining popularity in institutions of higher education. Given this growing interest, several theoretical accounts explaining the process of virtue learning have emerged. However, there is scant empirical evidence supporting their applicability for intellectual virtue. In this study, we apply a theory of virtue learning to the…

This article analyses elements of moral education in the educational programmes offered by the International Baccalaureate (IB). Particular reference is made to the IB learner profile, a list of 10 virtues which, the IB claims, are fostered through its educational programmes. This approach is evaluated in the light of existing ideas concerning…

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…

Describes a lesson plan that utilizes stories and quotes to facilitate a discussion concerning behavior and character. Students chose material that illustrates certain character traits (fairness and justice, respect). A worksheet assignment contains relevant and stimulating questions. (MJP)

As today's marketing graduates formally enter the business profession, they are expected to demonstrate the fruits of their ethics-intensive education. Hence, their professors and future bosses may call upon these graduates to discern and deal with ethical situations that affect various aspects of company and consumer relations. However, students…

This report provides a summarization of a study designed to determine if there is a significant relationship between formal religious education and the moral judgment development of college students, and after controlling for formal religious education, to see if there was also a significant relationship between the educational environment or…

Reports on a study of the influence of age and formal education on the development of moral reasoning among 215 Spanish citizens ranging in age from 12 to 48. Finds that moral development is highly related to both variables, although more so with formal education than with age. Includes five tables of illustrative data. (CFR)

Presents an excerpt from the author's address to Schoolcraft College (Michigan). Speaks about the importance of guiding students and ourselves to examine ethical choices. Asserts that personal core values--such as truth, fairness, love, responsibility, and respect for diversity--should be nurtured and that they help determine whether a legally…

This paper recommends an approach to moral education that helps students become better learners while becoming better people. The approach rests on six assumptions: an overarching aim of schooling is to provide students with a moral education; moral education is accomplished through direct instruction; an indirect approach to moral education based…

Outlines 11 principles to guide schools as they plan their character education programs. These include a definition of character, developing the school as a caring community, a comprehensive and intentional approach to developing good character, and the relationship between character education and the academic curriculum. (MJP)

Asserts that middle school education is a conceptually unique process requiring changed teacher roles, a curriculum of exploration rather than skill development, and student grouping based on developmental factors rather than by age or subject matter. (CFR)

This booklet focuses on the following aspects of moral education: (1) teaching students how to live intelligently and responsibly; (2) holding high expectations of students; (3) organizing schools so that students increasingly practice living with an awareness of moral values; (4) energizing and encouraging students; and (5) providing good role…

Applied ethics courses in education emphasize an analytical or rules/principles approach to resolving ethical dilemmas, whereas character/structure and background beliefs/ideals tend to be minimized. The article describes the importance of all three approaches, noting their implications for developing teachers' capacities to make caring and…

Analyzes results of 1896 survey of school inspectors regarding the moral understanding of teachers and pupils in Ontario. Uses school inspectors' commentaries to relate morality and the development of moral character. Makes a distinction between abstract moral obligations and concrete moral customs. (DMM)