Character development is part of the educational process. The current literature examining the cultural influences and educational strategies that have an impact on character development has shown certain gaps, particularly in the context of Guinea, West Africa. These include the lack of a framework and model for character development from this…

Post-truth trades on the corruption of argument and evidence to protect ideological commitment and social identity. We distinguish two kinds of post-truth environments, epistemic bubbles and echo chambers, and argue that facets of post-truth are countered the more science (and general) education encourages the development of intellectual virtues…

In the current study, we sought to understand relations among the key intervention targets of social-emotional and character development (SECD) interventions: character virtues, Positive Purpose, and social-emotional learning (SEL). Sixth, seventh, and eighth grade students (n = 1011, ages 11 to 16, M = 12.94, SD = 1.00) from five urban middle…

The aim of education should be developing intellectual character, moral character, civic character, and performance character. That does not mean that schools should ignore teaching content, but that the dispositions and habits of mind that come from developing these four forms of character will remain with students throughout their lives.…

L. Kholberg's model of moral development and the social learning theory both provide methods of perceiving the relationship between cognitive and moral development, and both are useful in application to the intellectually gifted child. Educating gifted children toward high levels of moral behavior is a particularly important concern. (Author/SEW)

Examines four problems associated with developing character in college students: two concerned with moral cognition, or knowing what is right, and two concerned with moral action. It then reviews educational programs concerned with moral action, and provides suggestions for designing character development strategies. (Author/TE)