The cardinal virtues (prudence, justice, fortitude, and temperance) have relevance within the areas of character education and integral or comprehensive formation. In recent years, there has been growing interest and a great deal of literature produced on character education and its measurement. In this paper, we propose a questionnaire (a…

The development of the college student is influenced inside and outside of the classroom. Research supports that the traditional college experience assists or influences the students' identities relating to moral development. More and more students are completing a portion of their course work online. Yet higher education experts are not aware of…

With university mission statements focused on preparing emerging adult students for globally inclusive professional careers, moral and leadership development has become a central focus of many colleges and universities (Bass, 1991; Binghamton University, 2016; Zimmerman-Oster & Burkhardt, 1999). Colleges and universities utilize interactions…

This article deals with the consciousness in a person when one tries to understand her more deeply and as a whole, as is done in studies using the "Participant as Ally-Essentialist Portraiture" approach, and focuses on "higher aspects" or moral-ethical, metaphysical, social and religious ideals, values, commitments, or inspiration in a person. The…

"Educational Theories, Cultures and Learning" focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education--learners and teachers. Within this volume, internationally renowned…

One of the main reasons of the fact that Chinese moral education could hardly get out of its predicament is that "self-regard" has been simply and unilaterally interpreted as the absolute opposite to morality, where "self-regard" is merely regarded as the source of "everything evil", and the fact that it is also the…

It is argued in this article that the need to find something certain to which to devote oneself is strongest among youth who are in a state of identity diffusion, and that the search for certainty in such a state is frequently for the genuine, the pure, and the enduring. (Author)

Liberal-humanist conceptions of subjectivity in the moral development of social workers are inadequate and outdated. They rely on a flawed concept of identity and the unity of the self, instead of viewing the self as a social position in a particular historical and cultural concept. (SK)

This study investigated the differences in self-understanding, measured in a mock job interview, between 13 students who participated in values clarification exercises and 15 students who did not. Immediate results indicated that participants evidenced better self-understanding than nonparticipants. Six months later, responding subjects reported…

Article investigated the possibility of teaching a non-sectarian morality in the multi-cultural school while benefiting Muslim, Humanist, Hindu and Jew. (Author/RK)

Application of Kohlberg's principles of moral development meets the needs of family life educators in presenting diverse, value-laden subject matters. Strategies for adapting these principles to marriage and family life courses are offered: a values clarification procedure and a presentational model aimed at enhancing assertive self-awareness.…

The individualism inherent in traditional theories of moral education, be it from an ethic of justice or of care, is challenged. The argument is made for a sociocultural perspective in which an adequate theory of moral education highlights the role of wider historical and cultural processes, not as mere influences on how one develops, thinks, or…

Concern for the social and psychological development of student athletes resulted in a class in which parallels were drawn between the game of tennis and the game of life. (JD)

Effects of self-esteem and values-clarification strategies on value awareness were assessed in an hour values-clarification workshop. Subjects participating in the workshop showed significantly greater gains in value awareness than nonparticipants, confirming that values-clarification strategies are valid means for clarifying personal values of…

Three questions were addressed in this study: 1) What are the levels of relationships among level of moral development, attitudes toward teaching and role specific self-concept in a group of entering teacher education candidates? 2) What differences exist between elementary and secondary candidates in areas of moral development, teacher attitudes…