Many undergraduates are culturally shaped to avoid making ethical judgments. They spontaneously adopt relativist and skeptical strategies such as "It all depends," or "Whose morality?" or "Who's to say?" as ways of fending off the challenge of making moral decisions. The current tsunami that is washing away…

This article examines moral conflicts identified by students (N = 302) and teachers (N = 20) in the context of Iranian schools. The data were gathered in 2016 from two lower secondary schools in Tehran, one for girls and one for boys. The content analysis of students' essays and teachers' interviews reveal that moral conflicts in Iranian secondary…

In this essay, I offer provocations toward an ethics of teaching for democracy and social justice. I argue that while driven by compelling macro social and political visions, social justice teachers do not pay sufficient attention to the moral dimensions of micro, classroom-level interactions in their work. I begin by describing social justice…

A primary rationale for studying the Holocaust (Shoah) involves the opportunity to consider the moral implications that can be drawn from examining the event. Studying the Shoah forces students to consider what it means to be human and humane by examining the full continuum of individual behavior, from "ultimate evil" to "ultimate good". This…

Moral education in the traditional form of classroom didactic lectures in secondary schools has been prevailing in Hong Kong since the initiation of moral education in the 1980s. However, such a traditional form has not received credit from research in the West. Instead, discussion of moral issues would be a more effective way of moral education…

This quasi-experimental study at a Northwest university compared two methods of teaching media ethics, a class taught with the principle-based SBH Maieutic Method (n = 25) and a class taught with a traditional case study method (n = 27), with a control group (n = 21) that received no ethics training. Following a 16-week intervention, a one-way…

We examine the effect of different contexts in an educational process on measures of ethical sensitivity and levels of moral reasoning of accounting majors in the first Intermediate Accounting course. The educational process compared a context that centers on ethical issues with one that focuses on technical accounting issues. At the end of the…

In this paper we propose that taking time before the work begins to develop agreements about how to work together in participatory action research enables researchers to directly address several ethical issues that can be problematic in this type of research: gaining fully informed consent; in-group confidentiality; cultural misconceptions; and…

Moral Education (ME) in Malaysia has undergone numerous changes and face lifts but still there are complaints about the subject and the latest was how students themselves voiced their opinions that ME is of no use to them. However due to policy and the fact that the subject complements Islamic Studies confirms that the subject is going to be in…

It has been nearly 30 years since business schools began providing formal courses in business ethics to their students. In that time, the public has witnessed countless cases of business misconduct, often performed by these students. Scholars and researchers agree that ethics education is important, yet they disagree about how it should be taught,…

Nowadays, the society witnesses the rapid development of internet information. Network has not only brought active and positive convenience to students, but also the passive and negative impact, so network moral education can not be ignored. The present paper attempts to combine the traditional moral education with online interactivity education,…

A nonindoctrinating, sound theoretical and practical base upon which to develop the teaching of moral education relies on several principles: discussion of moral conflict situations; knowledge of the student's stage of moral development; guidance of developmental matches; encouragement of role taking; and focus on rational thinking. (JMF)

Four models for interpreting values education strategies are provided. Six examples form curriculum projects are analyzed in light of three of these conceptual models. The first model categorizes values approaches by whether they describe, analyze, or advocate a particular value position. The second model categorizes values approaches by whether…

Argues that reading literature is one of the best ways to cultivate the moral imagination. Draws on sources from cognitive science, philosophy, literature, and education. Argues that a cultivated moral imagination will have greater ability to make sound moral judgements. Infers this can be applied to educational pursuits as well. (CAJ)

Suggests that dissatisfaction with traditional teaching practices is fundamentally a moral complaint: teaching students as receptacles offends our sense of human dignity. Argues that students should be treated as moral agents and explores the concept of moral agency, identifying three necessary elements: choice, vision, and an end-in-view. (DSK)