Christian-secular moral dualism, the idea that Christians and secular people hold different moral values, is prevalent in our social views and moral education. This belief, however, does not correspond with the findings of current studies on people's moral perceptions. This article presents an empirically defined welfare/harm-based morality that…

As a desired outcome of education, ethical thinking has roots in philosophy, developmental psychology, and political movements that advocate for developing knowledge, capabilities, and dispositions beyond those associated with traditional school subjects. Economists, business leaders, and educators have long advocated for preparing students for an…

This article examines some central aspects of Kristján Kristjánsson's book, "Aristotelian Character Education," beginning with the claim that contemporary virtue ethics provides methodological, ontological, epistemological, and moral foundations for Aristotelian character education. It considers three different formulations of what…

Character education specialists seem to know it when they see it, but what it means to call something a character education program remains unclear. One possible source for this uncertainty is the manner in which character education has been defined. By identifying certain features as necessary, existing definitions fail to encompass the universe…

Robert McGrath's article has the great virtue of asking an important question: "What is character education?" He argues that currently "what it means to call something a character education program remains unclear." Without a clear definition, McGrath says, one cannot differentiate character education from other programs…

The notion of moral attention allows the recognition of fundamental aspects of ethical life ignored or neglected by mainstream ethical theories. It is central to the theories of several notable female ethicists and many of them identify the French philosopher Simone Weil as the source of the contemporary use of this concept which invites…

Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15 years of…

This article emphasizes the importance of introducing/providing character education during the early years of child development in order to raise morally responsive citizens. Noting the rampant acts of violence and malicious crime at a time marked with deep global turmoil in many societies, the authors argue for an exhaustive study of the recently…

The intention of the analysis in this paper was to determine, from interviews with 11 early years' teachers, what informed their knowledge of children's learning and teaching strategies regarding moral development. Overall, the analysis revealed four main categories: definitions of moral behaviour, understanding of children's learning, pedagogy…

Research has shown that academic misconduct is an issue of concern in most subject areas across both secondary and post-secondary education. However, variation in both investigators' research interests and definitions of the behaviors being investigated leave many unanswered questions regarding the seriousness and nature of the problem, as well as…

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,…

Moral sensitivity is the first component of the 4-component moral action process (J. R. Rest, 1986). The author reviews moral sensitivity operationalization and measurement across multiple samples and domains. She reviews 3 definitions of the construct (i.e., "recognition and affective response, recognition, and recognition and ascription of…

Of the three aspects of moral development--the development of empathy, moral reasoning and related problem-solving strategies--we know least about empathy. Possible reasons for this are explored. (Editor)

Author defined "moral" and "moral education" with the purpose of clarifying our objectives and practices when attempting to teach value education or moral education. (RK)

The author stated the case for saying that there is no real distinction between moral education and indoctrination and a sketch of moral education was attempted in order to yield the distinction needed. (Editor/RK)