Education is a moral enterprise, and higher education has the accountability to produce skilled learners with cognitive, psychological, and social-emotional competences. Formal and informal approaches of character education increase in demand. On the one hand, students should be guided to gain character strength and moral compass to confront the…

Spanish American independence leaders acted as both monitors and moralists for their emerging nations. Their adoption of the Lancasterian monitorial school system, along with their efforts to legislate new republican moral codes, revealed the contradictions that led to the failure of so many of that idealistic generation's dreams. They could not…

Under the background of new liberal arts, the era of "great foreign languages" requires college English teaching in local applied colleges and universities to break through the barriers of result-centred traditional teaching and bravely shoulder the important task of "moral and political education". In order to guide teachers…

In this essay, the author introduces the concept of "convivencia" (peaceful coexistence) as a framework for re-centring education as a moral enterprise. He discusses "convivencia" within the context of education and society in Colombia, paying special attention to the Colombian rural school model "Escuela Nueva" (New…

What does current empirically informed moral psychology imply about the goals that can be realistically achieved in college-level applied ethics courses? This paper takes up this question from the vantage point of Jonathan Haidt's Social Intuitionist Model of human moral judgment. I summarize Haidt's model, and then consider a variety of…

The central question addressed in this article is how (moral) values discussions in university courses can be integrated in a systematic way. Discussion of (moral) values is fundamental to the Dublin descriptor about judgement formation in use in European universities. To integrate this descriptor and its (moral) values aspects in university…

In this article I examine the consequences of the dominance of intuitive thinking in moral judging and deciding for the role of moral reasoning in moral education. I argue that evidence for the reliability of moral intuitions is lacking. We cannot determine when we can trust our intuitive moral judgements. Deliberate and critical reasoning is…

Both cognitive and affective goals may be achieved through choice of instructional strategies in any particular subject area. Appropriate instructional strategies include socratic peer discussion of dilemmas, values clarification techniques, role playing, simulation and games, creative dramatics, and various classroom investigation techniques (the…

The purpose of the paper is to stress the development of content-centered classroom activities useful for attaining values clarification and/or moral development goals. The objective is to help teachers understand the formulation of content-centered learning activities so that they will be able to plan and produce their own value sheets or moral…

Scriven advocates a philosophical shift from the pseudoscientific doctrine of the traditional social sciences. He substitutes a key evaluation checklist--encompassing needs assessment, comparative value, and assessment of overall value; and suggests that evaluators use this checklist. Theoretically, the grounding of evaluation in judging and…

This article examines the question of whether one ought to hold religious experience as a Jewish educational goal and, more fundamentally, to ask what this might mean. The objective is to begin to probe what an education toward (Jewish) religious experience would entail and what some of the theoretical, moral and practical obstacles might be. The…

Model focuses on educational and moral aspects of schooling. Leadership is more than a job title. This new model calls on leaders to use a new lens for looking at the role.

Suggests that morality is both an individual and institutional concern. Asserts that criteria for judging the morality of schooling arise out of its mission. Examines the moral condition of teacher education. Presents a model of moral teacher education that incorporates the mission of teacher education, the domains of schooling, and a time…