Educational institutions exist in reciprocal relations with broader social and moral ecologies. These ecologies involve interactions of networks of individuals and groups with wider aspects of culture, and are therefore broadly social, and they contain explicit or implicit content with regard to right and wrong, and are therefore moral. There is…

The role of schools in developing values is internationally recognised, with many systems grappling to identify and embed values in schools. Within an Irish context, the Education Act (1998) frames values from the perspective of 'characteristic spirit', giving responsibility to boards of management to uphold the characteristic spirit as…

The exponential increase of multimodal literacy in language learning in classroom contexts has insisted teachers reconstruct their roles. Teachers should be equipped with a number of different quality and ability to deliver meaningful lessons by incorporating technology and embedding moral education in the learning process. However, there is a…

Whilst decades of research in the global north has identified authoritative parenting as producing the better child outcomes, and there is a growing amount of literature from countries such as China, suggesting the contrary: that authoritarian parenting produces desirable outcomes. However, the links between authoritarian parenting and the…

There is a sustained critique of autonomy in Iris Murdoch's work in moral philosophy and moral education. I explicate Murdoch's arguments against a moral education that aims at autonomy, showing that this kind of moral education is ensnared in problematic dualisms: a fact and value dualism (sometimes discussed as a dualism between metaphorical…

Is it true that all formative influence is unethical, and that we ought to avoid influencing children (and indeed anyone at all)? There are more or less defensible versions of this doctrine, and we shall follow some of the strands of argument that lead to this conclusion. It seems that in maintaining that all influence is immoral, one commits…

Research suggests that children begin to internalize moral rules during the adolescent years when self-reflection and the desire to integrate and prioritize different core values is strongest (Blasi, 1983). Until then, they rely mostly on extrinsic forms of motivation in which they adopt the norms and rules of society, which they obey to avoid…

The aim of this study was to determine the socialization goals related to the moral education taught by preschool teachers of children aged 2-6 years in two different cultures, Indonesia and Germany. Thirteen preschools with 138 teachers from Yogyakarta, Indonesia, and 20 preschools with 73 teachers from Bielefeld and Muenster, Germany answered a…

This paper investigates the role of religion in developing human beings in the form of a Sufism-based education, one that is based on the pursuit for the perfect human. This investigation aimed to demonstrate that a human being is an "insan kamil," a person with seven levels of mental and moral development. Religion and spirituality play…

Psychologists have broadly conceptualized moral identity as the degree to which one prioritizes and defines oneself in terms of moral goals, values, and commitments. We offer a new moral identity measure: one that integrates philosophical ethical theory with an Eriksonian identity perspective specific to adolescence and emerging adulthood.…

The discussion of moral dilemmas has long been a teaching strategy for moral education. However, the questioning techniques teachers use to lead moral discussions are not fully understood. With reference to a collaborative teaching research project on a values education video-story, this study explored the authentic practice of teacher questioning…

The correctional education system in China is an under-researched area, and there is no evidence of a published systematic review, especially when it has been over 10 years since the enforcement of the National Plan (2010-2020). Therefore, this systematic review examines the practicality of this area and informs policy-makers, practitioners, and…

The aim of this research is to reveal the usability of moral letters, which are intellectual and literary products, as a resource in values education. The research was aimed considering the fact that different materials add excitement to the teaching environment, increase students' interest and motivation in the course, and increase academic…

The article proposes the 4-Es (namely Exposure, Explanation, Experience, and Evaluation) pedagogical model in empathy building that can facilitate moral development in students. This research reveals that the 4-Es pedagogy, which has been adopted in a university's service-learning course to study the living conditions of disadvantaged residents in…

This study investigates how to create world-class universities in China from a policy mapping perspective. Specifically, policy connotations of creating world-class universities in China have been explored in this study. Policy mapping of creating world-class universities in China is mainly divided into two stages: Stage 1 focuses on the…