In this article, I explore some contemporary versions of character education with specific reference to the extent to which they are viewed as constituting a form of citizenship education. I argue that such approaches often end up displacing the idea of political education and, through their language and stated aims, avoid any genuine engagement…

The analysis is based on some moral experiences taking place during a terrorist attack on the Norwegian Labor Party's youth camp on the island of Utøya (outside of Oslo) July 22, 2011, where 69 young people were killed and several seriously injured. After the attack many of the survivors told stories of how strangers spontaneous had helped and…

Two extraordinary recent experiences that the author would call highly "spiritual" are explored against the background of ideas provided by writers such as Friedrich Schleiermacher, Rudolf Otto, Paul Tillich, and Abraham Maslow to unpack what spirituality is, with particular attention to the emotions and the insights involved in spirituality. The…

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,…

Criticizes the tendency in moral education to teach students that one moral opinion is just as valid as any other. The approach is a misleading way of expressing a correct philosophical conclusion about the heterogeneity of morals. The paradox is that the person who thinks all moral views to be morally equal would have no moral views. (Author/KC)

The debate concerning whether moral education should be taught in the schools is dominated by two views. One advocates values clarification, and the other calls for cognitive moral development. (AM)

This is the second of a two-part series on moral education. In the first, the author questioned the effectiveness of Lawrence Kohlberg's system as an educational design. Here she dissects the entire formalist tradition in moral education to return to John Dewey for what she sees as the most effective way to teach moral education. (Editor/RK)

Proposes a cross over between moral education and human rights work, suggesting that human rights documents allow moral educators to learn from human rights activists and educators. Argues that Latin Americans and other marginalized groups can inform moral education work. Includes five suggestions for incorporating human rights into moral…

Reviews research on students' concepts and theories of fair and effective educational practices. Asserts that students are insightful critics of schooling and hold different theories about how schools should be defined. Maintains that moral education programs could encourage students and teachers to negotiate fair classroom practices. (CFR)

Arranged in four parts, this collection of conference papers addresses selected philosophical and social questions being faced by contemporary educators. Part 1 contains the presidential address, the subject of which is conceptions of the educated person, and a response to that address. Part 2, the general session, contains two papers which…

The document examines underlying issues related to moral philosophy and points out recent trends in moral education. The main purpose of the document is to provide background information for classroom educators in Australia as they develop moral education programs. The booklet is presented in eight chapters. Chapter I introduces the controversy…