Pub Date : 2022-03-04DOI: 10.1080/03057240.2022.2037534
Ilya Zrudlo
ABSTRACT This article takes up three interrelated elements of Iris Murdoch’s moral philosophy into an initial conceptual framework for moral education and explores a practical application of this framework to a lesson plan. The three elements are moral vocabulary, moral perception, and the quality of our states of consciousness. The framework constituted by these three elements suggests that moral education should enrich the moral vocabulary of students, sharpen their moral perception, and expand their consciousness. To provide a concrete example of what it would look like to advance these aims, the author shares their experience using Aesop’s fable The Fox and the Crow in community education programs with adolescents.
{"title":"Iris Murdoch and moral education: An initial conceptual framework and a practical example","authors":"Ilya Zrudlo","doi":"10.1080/03057240.2022.2037534","DOIUrl":"https://doi.org/10.1080/03057240.2022.2037534","url":null,"abstract":"ABSTRACT This article takes up three interrelated elements of Iris Murdoch’s moral philosophy into an initial conceptual framework for moral education and explores a practical application of this framework to a lesson plan. The three elements are moral vocabulary, moral perception, and the quality of our states of consciousness. The framework constituted by these three elements suggests that moral education should enrich the moral vocabulary of students, sharpen their moral perception, and expand their consciousness. To provide a concrete example of what it would look like to advance these aims, the author shares their experience using Aesop’s fable The Fox and the Crow in community education programs with adolescents.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"379 - 393"},"PeriodicalIF":1.7,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59296871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-11DOI: 10.1080/03057240.2021.2012435
Sonia Carrillo, Daniela Robles, Alicia Bernal, Gordon P. D. Ingram, Yvonne Gómez
ABSTRACT This study aimed to explore Colombian fifth-graders views about people, events, and situations involved in their gratitude experiences. The sample consisted of 120 fifth-grade children from three mixed-gender schools (one public, two private) in Bogotá, Colombia. The study used a child-centered methodology that involved a novel combination of qualitative strategies such as drawings, photos, and schematization. Children played a protagonist role in both gathering and analyzing data. Results showed the complexity of children’s understandings of who they were grateful to and for what benefits. Personal relationships constituted one of the main aspects of children’s perceptions of gratitude; they identified family, friends, teachers and members of the community as the most important benefactors when thinking about gratitude, and they recognized a variety of benefits received from them. Research on gratitude in Colombia and Latin America can provide important input for designing educational programs to promote positive competences in these societies.
{"title":"What gratitude looks like from Colombian children’s perspectives","authors":"Sonia Carrillo, Daniela Robles, Alicia Bernal, Gordon P. D. Ingram, Yvonne Gómez","doi":"10.1080/03057240.2021.2012435","DOIUrl":"https://doi.org/10.1080/03057240.2021.2012435","url":null,"abstract":"ABSTRACT This study aimed to explore Colombian fifth-graders views about people, events, and situations involved in their gratitude experiences. The sample consisted of 120 fifth-grade children from three mixed-gender schools (one public, two private) in Bogotá, Colombia. The study used a child-centered methodology that involved a novel combination of qualitative strategies such as drawings, photos, and schematization. Children played a protagonist role in both gathering and analyzing data. Results showed the complexity of children’s understandings of who they were grateful to and for what benefits. Personal relationships constituted one of the main aspects of children’s perceptions of gratitude; they identified family, friends, teachers and members of the community as the most important benefactors when thinking about gratitude, and they recognized a variety of benefits received from them. Research on gratitude in Colombia and Latin America can provide important input for designing educational programs to promote positive competences in these societies.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"291 - 309"},"PeriodicalIF":1.7,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47363232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/03057240.2022.2026091
Michael T. Warren, J. Wright, Nancy E. Snow
ABSTRACT We appreciate and respond to Cokelet’s thoughtful criticisms of our book. First, he points to deliberative forms of practical wisdom as objectionable to anti-rationalist’s. In response, we point to non-conscious (yet complex) forms of deliberation that occur as individuals automatically process and respond to virtue-relevant stimuli. Second, Cokelet states that reflecting upon one’s life as a whole may be unnecessary and ineffective for virtue development. We clarify that reflection is not the only means of virtue cultivation, and even flawed reflection is likely helpful. Finally, Cokelet recommends aiming for ‘theoretical neutrality’ by recasting these core tenets as empirical hypotheses. We argue against a neutral perspective that accommodates antirationalist views that we think are on the wrong track. Non-neutral claims help generate testable empirical hypotheses that can move virtue science forward.
{"title":"Against neutrality: Response to Cokelet","authors":"Michael T. Warren, J. Wright, Nancy E. Snow","doi":"10.1080/03057240.2022.2026091","DOIUrl":"https://doi.org/10.1080/03057240.2022.2026091","url":null,"abstract":"ABSTRACT We appreciate and respond to Cokelet’s thoughtful criticisms of our book. First, he points to deliberative forms of practical wisdom as objectionable to anti-rationalist’s. In response, we point to non-conscious (yet complex) forms of deliberation that occur as individuals automatically process and respond to virtue-relevant stimuli. Second, Cokelet states that reflecting upon one’s life as a whole may be unnecessary and ineffective for virtue development. We clarify that reflection is not the only means of virtue cultivation, and even flawed reflection is likely helpful. Finally, Cokelet recommends aiming for ‘theoretical neutrality’ by recasting these core tenets as empirical hypotheses. We argue against a neutral perspective that accommodates antirationalist views that we think are on the wrong track. Non-neutral claims help generate testable empirical hypotheses that can move virtue science forward.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"51 1","pages":"111 - 116"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48928332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/03057240.2021.2016384
P. Kahn
ABSTRACT One of the overarching problems of the world today is that too many people see themselves as dominating other groups of people, and dominating nature. That is a root problem. And thus part of a core solution builds from Kohlberg’s commitment to a universal moral orientation, though extended to include not only all people but the more-than-human world: animals, trees, plants, species, ecosystems, and the land itself. In this article, I make a case for this form of ethical extensionism, and then present psychological evidence for it in both children and adults, including studies with inner-city Black youth and their parents. Then I build on Piaget’s, Kohlberg’s, and Turiel’s emphasis that interaction with the physical and social world is a critical mechanism for development. My corollary is this: that to reverse the incredibly fast human-caused destruction of nature—the wellsprings of human existence—we need to deepen and extend people’s interactions with nature, and with its relatively wild forms, even in urban environments. Toward this end, I discuss my current body of research and framework for urban design based on what are referred to as interaction patterns.
{"title":"In moral relationship with nature: Development and interaction","authors":"P. Kahn","doi":"10.1080/03057240.2021.2016384","DOIUrl":"https://doi.org/10.1080/03057240.2021.2016384","url":null,"abstract":"ABSTRACT One of the overarching problems of the world today is that too many people see themselves as dominating other groups of people, and dominating nature. That is a root problem. And thus part of a core solution builds from Kohlberg’s commitment to a universal moral orientation, though extended to include not only all people but the more-than-human world: animals, trees, plants, species, ecosystems, and the land itself. In this article, I make a case for this form of ethical extensionism, and then present psychological evidence for it in both children and adults, including studies with inner-city Black youth and their parents. Then I build on Piaget’s, Kohlberg’s, and Turiel’s emphasis that interaction with the physical and social world is a critical mechanism for development. My corollary is this: that to reverse the incredibly fast human-caused destruction of nature—the wellsprings of human existence—we need to deepen and extend people’s interactions with nature, and with its relatively wild forms, even in urban environments. Toward this end, I discuss my current body of research and framework for urban design based on what are referred to as interaction patterns.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"51 1","pages":"73 - 91"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48634389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/03057240.2022.2026090
Bradford Cokelet
ABSTRACT In this wise and creative book, Wright, Warren, and Snow propose a path-breaking interdisciplinary research program that promises to ground a mature science of moral virtue. Their theoretical framework and ideas for measurement are designed to guide psychologists as they study the individual traits that people have, the ways that traits interact or conflict, and the ways they change over time. While lauding the authors’ impressive achievements, I criticize the contentious Aristotelian assumptions they build into their program. I argue that the science of virtue will be better served if researchers restrict themselves to more neutral assumptions and convert philosophically contentious views into competing empirical hypotheses.
{"title":"Virtue science and productive theoretical neutrality: Review of Wright, J. C., Warren, M., & Snow, N. Understanding virtue","authors":"Bradford Cokelet","doi":"10.1080/03057240.2022.2026090","DOIUrl":"https://doi.org/10.1080/03057240.2022.2026090","url":null,"abstract":"ABSTRACT In this wise and creative book, Wright, Warren, and Snow propose a path-breaking interdisciplinary research program that promises to ground a mature science of moral virtue. Their theoretical framework and ideas for measurement are designed to guide psychologists as they study the individual traits that people have, the ways that traits interact or conflict, and the ways they change over time. While lauding the authors’ impressive achievements, I criticize the contentious Aristotelian assumptions they build into their program. I argue that the science of virtue will be better served if researchers restrict themselves to more neutral assumptions and convert philosophically contentious views into competing empirical hypotheses.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"51 1","pages":"104 - 110"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41831870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-29DOI: 10.1080/03057240.2021.1991292
D. Walker
ABSTRACT Using a theoretical framework combining the sociological concept of habitus and virtue ethics philosophy the article analyses 39 interviews with junior British Army officers and cadets to explore moral character development in the early years. Overall, with a focus on moral character, the article asks how these junior Army officers are exploring their own way in the practice in a complex and protracted process of learning and socialization. Once the officers have developed characters in synergy with the professional practice and its values this process may be described as owning professional practice. A premium is placed on practice experience which needs to be maximized for moral learning. Two assets are found among the sample for doing this: humility and a desire for close contact with experienced officers. It is further argued that once the practice is owned in the ways suggested, it can be ethically advanced through character.
{"title":"Learning to own professional practice through character – The case of the junior British Army officer","authors":"D. Walker","doi":"10.1080/03057240.2021.1991292","DOIUrl":"https://doi.org/10.1080/03057240.2021.1991292","url":null,"abstract":"ABSTRACT Using a theoretical framework combining the sociological concept of habitus and virtue ethics philosophy the article analyses 39 interviews with junior British Army officers and cadets to explore moral character development in the early years. Overall, with a focus on moral character, the article asks how these junior Army officers are exploring their own way in the practice in a complex and protracted process of learning and socialization. Once the officers have developed characters in synergy with the professional practice and its values this process may be described as owning professional practice. A premium is placed on practice experience which needs to be maximized for moral learning. Two assets are found among the sample for doing this: humility and a desire for close contact with experienced officers. It is further argued that once the practice is owned in the ways suggested, it can be ethically advanced through character.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"51 1","pages":"554 - 572"},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48561491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/03057240.2021.1992218
Winston C. Thompson
ABSTRACT In this extended book review, Winston C. Thompson engages with Larry Nucci’s and Robyn Ilten-Gee’s Moral education for social justice. Following summary of a few conceptual foundations of the project, Thompson offers areas of attention for further explorations of moral education in a socially unjust world. This focus on elements of the project’s foundation endeavors to demonstrate abiding potential for future work, with the specificity and nuance characteristic of the book, especially as related to the foundational theoretical analyses and practical guidance on offer.
{"title":"Probing moral education and pursuing social justice: Review of Nucci, L., & Ilten-Gee, R., Moral education for social justice","authors":"Winston C. Thompson","doi":"10.1080/03057240.2021.1992218","DOIUrl":"https://doi.org/10.1080/03057240.2021.1992218","url":null,"abstract":"ABSTRACT In this extended book review, Winston C. Thompson engages with Larry Nucci’s and Robyn Ilten-Gee’s Moral education for social justice. Following summary of a few conceptual foundations of the project, Thompson offers areas of attention for further explorations of moral education in a socially unjust world. This focus on elements of the project’s foundation endeavors to demonstrate abiding potential for future work, with the specificity and nuance characteristic of the book, especially as related to the foundational theoretical analyses and practical guidance on offer.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"51 1","pages":"92 - 98"},"PeriodicalIF":1.7,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45170014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-09DOI: 10.1080/03057240.2021.1992219
L. Nucci, Robyn Ilten-Gee
ABSTRACT Winston C. Thompson’s review of Moral Education for Social Justice by Larry Nucci and Robyn Ilten-Gee accurately captures the effort to integrate critical pedagogy with domain-based moral education. A core element is student participation in domain-based discourse entailing responsive engagement that transcends the cognitive activity of individuals. Those discussions may lead to action projects (praxis). Replying to Thompson’s review, Nucci and Ilten-Gee address potential problems that may arise from student resistance and from objections of conservatives who may view attention to social justice as political indoctrination. They conclude that moral education that does not attend to social justice suffers from incoherence.
{"title":"Connecting moral development with critical pedagogy: A reply to Winston Thompson","authors":"L. Nucci, Robyn Ilten-Gee","doi":"10.1080/03057240.2021.1992219","DOIUrl":"https://doi.org/10.1080/03057240.2021.1992219","url":null,"abstract":"ABSTRACT Winston C. Thompson’s review of Moral Education for Social Justice by Larry Nucci and Robyn Ilten-Gee accurately captures the effort to integrate critical pedagogy with domain-based moral education. A core element is student participation in domain-based discourse entailing responsive engagement that transcends the cognitive activity of individuals. Those discussions may lead to action projects (praxis). Replying to Thompson’s review, Nucci and Ilten-Gee address potential problems that may arise from student resistance and from objections of conservatives who may view attention to social justice as political indoctrination. They conclude that moral education that does not attend to social justice suffers from incoherence.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"51 1","pages":"99 - 103"},"PeriodicalIF":1.7,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41519499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.1080/03057240.2021.1978408
Anna Kaiper-Marquez, Tabitha Stickel, E. Prins
ABSTRACT Although incarcerated individuals have committed potentially ‘immoral’ crimes, many are also parents, and need to foster their children’s moral development. As such, incarcerated parents occupy a paradoxical position: they are labelled as morally deviant yet simultaneously expected to provide moral guidance for their children. This study explores the concurrent rifts and junctures between incarceration, parenting, and morality by revealing how incarcerated fathers at a Pennsylvania state correctional institution (SCI) used a family literacy program to offer moral instruction to their young children. Moreover, it examines the seeming paradox of how incarcerated parents viewed as morally culpable seek to shape their children’s moral development while serving time for their own past actions. We find that although scholars and the public have historically perceived incarcerated individuals as lacking moral reasoning, there are multiple examples of incarcerated fathers acting as moral educators for their children.
{"title":"‘Daddy made a mistake and needed a time out’: Incarcerated parents as moral educators","authors":"Anna Kaiper-Marquez, Tabitha Stickel, E. Prins","doi":"10.1080/03057240.2021.1978408","DOIUrl":"https://doi.org/10.1080/03057240.2021.1978408","url":null,"abstract":"ABSTRACT Although incarcerated individuals have committed potentially ‘immoral’ crimes, many are also parents, and need to foster their children’s moral development. As such, incarcerated parents occupy a paradoxical position: they are labelled as morally deviant yet simultaneously expected to provide moral guidance for their children. This study explores the concurrent rifts and junctures between incarceration, parenting, and morality by revealing how incarcerated fathers at a Pennsylvania state correctional institution (SCI) used a family literacy program to offer moral instruction to their young children. Moreover, it examines the seeming paradox of how incarcerated parents viewed as morally culpable seek to shape their children’s moral development while serving time for their own past actions. We find that although scholars and the public have historically perceived incarcerated individuals as lacking moral reasoning, there are multiple examples of incarcerated fathers acting as moral educators for their children.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"244 - 260"},"PeriodicalIF":1.7,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48624230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.1080/03057240.2021.1974364
Hannah Read
ABSTRACT Questions about the social and moral importance of empathy have garnered much debate in recent years. On the one hand, critics of empathy have pointed out its susceptibility to morally troubling biases and group preferences. On the other hand, proponents of empathy maintain that empathy is a motivated response that can be trained and developed to avoid these so-called empathic failures. Yet, both sides focus on the individual psychological factors that contribute to empathy’s success or failure in a range of cases, thereby overlooking the importance of social contexts and institutions in facilitating or inhibiting empathy. The aim of this paper is thus to offer an account of the role that institutionally structured social contexts can and should play in promoting empathy across group divides and helping to overcome empathy’s morally troubling tendency to fail in cases where outgroup members are concerned.
{"title":"Institutionalized empathy","authors":"Hannah Read","doi":"10.1080/03057240.2021.1974364","DOIUrl":"https://doi.org/10.1080/03057240.2021.1974364","url":null,"abstract":"ABSTRACT Questions about the social and moral importance of empathy have garnered much debate in recent years. On the one hand, critics of empathy have pointed out its susceptibility to morally troubling biases and group preferences. On the other hand, proponents of empathy maintain that empathy is a motivated response that can be trained and developed to avoid these so-called empathic failures. Yet, both sides focus on the individual psychological factors that contribute to empathy’s success or failure in a range of cases, thereby overlooking the importance of social contexts and institutions in facilitating or inhibiting empathy. The aim of this paper is thus to offer an account of the role that institutionally structured social contexts can and should play in promoting empathy across group divides and helping to overcome empathy’s morally troubling tendency to fail in cases where outgroup members are concerned.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"224 - 243"},"PeriodicalIF":1.7,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44264801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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