The article draws on the inclusion literature and the research related to human values to develop a conceptual model addressing conditions under which social inclusion in educational settings is likely to flourish. By synthesising the fields of inquiry concerned with research on kindness, forgiveness, and peaceableness, the article suggests these…

Educating in a convulsed political context demands a detailed analysis of the new circumstances of our times, especially the current democracy crisis. According to the latest reports issued by international evaluation organisations, one of the greatest challenges for democratic citizenship is the emergence and rise of authoritarianism within the…

Philosophical pragmatists rarely receive credit for their contribution to virtue ethics. But perhaps they should. How did America's philosopher of democracy, John Dewey, and one of its most famous elder statesmen, Benjamin Franklin, advise troubled souls in search of moral improvement? According to James Campbell, Dewey and Franklin recommended…

The current "exemplarist turn" within virtue ethics is increasingly shedding light on the importance of exemplars both as enabling one to identify the virtues and for the importance they bear for orienting one's conduct, as well as for educating the novice. However, even if categorizations of exemplars have already been proposed, there…

In this article, we introduce the four component model (FCM), which describes both the internal processes that play distinct roles in the production of moral behavior and their associated sets of relevant, teachable skills. We use this model as an analytic framework to examine college students' moral character experiences reported in the Wabash…

Individuals are typically identified as gifted largely on the basis of competence in limited contexts, but their performance in the real world, both as children and adults, often lags far behind their competence. Thus, the identification of the individuals as "gifted," however useful in theory, is much less useful in practice. This…

This article proposes that Catherine Elgin and Nelson Goodman's work on exemplification is relevant for discussions within moral philosophy and moral education. Generalizing Elgin and Goodman's account of exemplification to also cover ethics, the article develops a two-factor account of moral exemplarity. According to this account, instantiation…

The article makes a number of critical remarks concerning Linda Zagzebski's exemplarism. On the positive side, I argue that one of its strengths is the focus on motivation as an important factor in moral education whilst, on the negative, I draw attention to two issues. The first is that Zagzebski's notion of moral exemplars is insufficient since…

Living well in the 21st century will present human beings with a unique set of demands and ethical challenges, many of which will require a rapid response to developments in the online space. Online activities increasingly permeate our practical lives. Although there is every indication that this activity will intensify, even experts on digital…

Online risks and harms, including cyber-bullying, trolling, revenge porn and digital harassment, are an everyday reality in many young people's lives. Educators are increasingly being called upon to address these concerns but are not adequately equipped to do so. In this article the case is made for a new educational model for cyber-flourishing.…

Life without interaction and communication cannot exist, neither without choices. In communication, firstly every source and then every message has a value; likewise, every choice humans are to make each and every second is a result of an e'value'tion. Because there exists no moment or field without 'value' and e'value'tion, they end up in a…

I present a new model of the self-regulation of virtue that integrates perspectives on emotion, cognition, and motivation. Across three vignette-based studies in US/UK (N = 1,540), I developed through exploratory and confirmatory factor analysis a multi-item measure of broadening and defensive responses, the Self-Regulation of Virtue Inventory…

Cosmopolitan education has been much theorized, discussed, and proposed, but what exactly might it look like and what specific processes might it involve? Cosmopolitanism's recognition of shared humanity and the subsequent entailment of democratic inclusion make explicit the moral and political nature of cosmopolitan education and philosophy. As…

In the Preface to Part Four of the "Ethics," Spinoza offers the reader an "exemplar" of human nature. However, Spinoza does not conceive of human nature as a universal in which each human being participates, simply by virtue of being human. Rather, each human being is conceived as singular. Thriving individual lives assume…

In the field of character education role-modelling is advocated as an important pedagogical strategy. It is supposed that students learn from "significant others" who exemplify important virtues and values. However, in these strategies it is not clear what and how students precisely can and should learn from exemplars and how the…