Pub Date : 2022-09-27DOI: 10.1080/03057240.2022.2110047
Clara L. Wilkins, Lerone A. Martin
ABSTRACT Religion dictates the groups against whom it is seen as justifiable (even righteous) to express prejudice: often groups perceived of as violating core religious values. We review research demonstrating that for Christians, particularly conservative ones, religion seems to sanction prejudice against LGBT individuals. We describe the causes and the consequences of Christian/LGBT zero-sum beliefs (ZSBs): the extent to which gains for LGBT groups are seen as coming at a cost for Christians. We highlight how religious values can both exacerbate and mitigate ZSBs and sexual prejudice. When a Christian denomination decided to exclude gender and sexual minorities from full church participation, the Christians we interviewed disidentified with their denomination and strengthened commitment to their LGBTQ-friendly local congregations. Thus, we review how religious teachings can shape both group-based rejection and acceptance. We end with a discussion of educational programs for congregations, pastors, and methods to combat anti-LGBT bias.
{"title":"Harnessing religious teachings to reduce sexual prejudice","authors":"Clara L. Wilkins, Lerone A. Martin","doi":"10.1080/03057240.2022.2110047","DOIUrl":"https://doi.org/10.1080/03057240.2022.2110047","url":null,"abstract":"ABSTRACT Religion dictates the groups against whom it is seen as justifiable (even righteous) to express prejudice: often groups perceived of as violating core religious values. We review research demonstrating that for Christians, particularly conservative ones, religion seems to sanction prejudice against LGBT individuals. We describe the causes and the consequences of Christian/LGBT zero-sum beliefs (ZSBs): the extent to which gains for LGBT groups are seen as coming at a cost for Christians. We highlight how religious values can both exacerbate and mitigate ZSBs and sexual prejudice. When a Christian denomination decided to exclude gender and sexual minorities from full church participation, the Christians we interviewed disidentified with their denomination and strengthened commitment to their LGBTQ-friendly local congregations. Thus, we review how religious teachings can shape both group-based rejection and acceptance. We end with a discussion of educational programs for congregations, pastors, and methods to combat anti-LGBT bias.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42731089","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 : 2022-08-10DOI: 10.1080/03057240.2022.2108009
Matteo Bonotti, Steven T. Zech
ABSTRACT Education is central to creating well-informed citizens capable of participating in social and political life. However, civic education in some liberal democratic societies has often focused on teaching students the mechanics and structure of party politics, overlooking many of the public virtues that help to sustain democratic life. In this article we examine one such virtue, i.e., civility, and its role in party politics. We focus especially on partisan ‘civility as politeness,’ which entails the norms of politeness and etiquette that regulate partisans’ speech and behaviour during electoral campaigns and within legislatures. We analyse partisan civility as politeness and explore its connection with two other dimensions of partisan civility, i.e., ‘moral civility’ and ‘justificatory civility.’ We conclude by developing recommendations on how to advance civility in party politics by creating well-informed citizens and politicians who recognize the importance of civility in democratic life.
{"title":"Partisan civility and civic education*","authors":"Matteo Bonotti, Steven T. Zech","doi":"10.1080/03057240.2022.2108009","DOIUrl":"https://doi.org/10.1080/03057240.2022.2108009","url":null,"abstract":"ABSTRACT Education is central to creating well-informed citizens capable of participating in social and political life. However, civic education in some liberal democratic societies has often focused on teaching students the mechanics and structure of party politics, overlooking many of the public virtues that help to sustain democratic life. In this article we examine one such virtue, i.e., civility, and its role in party politics. We focus especially on partisan ‘civility as politeness,’ which entails the norms of politeness and etiquette that regulate partisans’ speech and behaviour during electoral campaigns and within legislatures. We analyse partisan civility as politeness and explore its connection with two other dimensions of partisan civility, i.e., ‘moral civility’ and ‘justificatory civility.’ We conclude by developing recommendations on how to advance civility in party politics by creating well-informed citizens and politicians who recognize the importance of civility in democratic life.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48644639","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 : 2022-07-28DOI: 10.1080/03057240.2022.2094903
J. Tirrell, Erin I. Kelly, John Gasasira Gasana, E. Dowling, J. Dennis, Katelyn Malvese, Eli M. Rollman, Emmanuel Namurinda, R. Lerner, Alistair T. R. Sim
ABSTRACT Should forgiveness be considered a civic virtue that promotes peace and justice following injustice? In the aftermath of conflicts as severe as state-sponsored genocide, how can relationships be restored, communities reconciled, and justice achieved? We interviewed 15 adults in Rwanda—survivors of the 1994 genocide, nominated as exemplars for their youth-serving roles in their communities and their experiences with forgiving the traumas of the genocide—about their approaches to conflict resolution, their ideas about justice and forgiveness, and their community work. Phenomenological analysis supported considering forgiveness as a civic virtue, as exemplars described a restorative approach to conflict in which justice facilitates, and is completed by, forgiveness. Implications for education emerged from exemplars’ accounts, including describing a process of conflict resolution that works toward peace and justice by means of listening, uncovering the truth, acting impartially, encouraging apology and forgiveness, advising for solutions, restoring rights and relationships, and fulfilling justice.
{"title":"‘That is when justice becomes complete.’ Exemplars’ perspectives on forgiveness as a civic virtue in post-genocide Rwanda","authors":"J. Tirrell, Erin I. Kelly, John Gasasira Gasana, E. Dowling, J. Dennis, Katelyn Malvese, Eli M. Rollman, Emmanuel Namurinda, R. Lerner, Alistair T. R. Sim","doi":"10.1080/03057240.2022.2094903","DOIUrl":"https://doi.org/10.1080/03057240.2022.2094903","url":null,"abstract":"ABSTRACT Should forgiveness be considered a civic virtue that promotes peace and justice following injustice? In the aftermath of conflicts as severe as state-sponsored genocide, how can relationships be restored, communities reconciled, and justice achieved? We interviewed 15 adults in Rwanda—survivors of the 1994 genocide, nominated as exemplars for their youth-serving roles in their communities and their experiences with forgiving the traumas of the genocide—about their approaches to conflict resolution, their ideas about justice and forgiveness, and their community work. Phenomenological analysis supported considering forgiveness as a civic virtue, as exemplars described a restorative approach to conflict in which justice facilitates, and is completed by, forgiveness. Implications for education emerged from exemplars’ accounts, including describing a process of conflict resolution that works toward peace and justice by means of listening, uncovering the truth, acting impartially, encouraging apology and forgiveness, advising for solutions, restoring rights and relationships, and fulfilling justice.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59296881","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 : 2022-07-01DOI: 10.1080/03057240.2022.2081138
Kendra J. Thomas, J. M. Cunha, J. Santo
ABSTRACT Justice is at the center of many definitions of character across various lines of research, yet there is little empirical research on how the justice of contexts can foster character virtues. The current study draws from a sample of 1,865 Brazilian fourth and fifth graders across two time points in 60 schools (42.7% White; 48.3% male). A multilevel structural equation model demonstrated the mediating role that justice beliefs play between authoritative school climate and socio-emotional learning, and the character virtues of bravery, fairness, and prosocial leadership even after accounting for grade, gender, ethnicity, and socioeconomic status (SES). This study highlights the importance of understanding the contextual justice of children’s environments on the development of character virtues.
{"title":"Just environments foster character: A longitudinal assessment of school climate","authors":"Kendra J. Thomas, J. M. Cunha, J. Santo","doi":"10.1080/03057240.2022.2081138","DOIUrl":"https://doi.org/10.1080/03057240.2022.2081138","url":null,"abstract":"ABSTRACT Justice is at the center of many definitions of character across various lines of research, yet there is little empirical research on how the justice of contexts can foster character virtues. The current study draws from a sample of 1,865 Brazilian fourth and fifth graders across two time points in 60 schools (42.7% White; 48.3% male). A multilevel structural equation model demonstrated the mediating role that justice beliefs play between authoritative school climate and socio-emotional learning, and the character virtues of bravery, fairness, and prosocial leadership even after accounting for grade, gender, ethnicity, and socioeconomic status (SES). This study highlights the importance of understanding the contextual justice of children’s environments on the development of character virtues.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42703355","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 : 2022-06-20DOI: 10.1080/03057240.2022.2076659
Tara M. Stoppa
ABSTRACT Social justice development is likely influenced by a range of contextual experiences. We examined the ways in which emerging adult students’ experiences with families, peers, and religious congregations were associated with their own social justice outcomes. Participants (N = 288; 65.4% = women) completed a survey of social justice attitudes, beliefs, and perceptions of their families’, peers,’ and congregations’ engagement with social justice issues. Findings indicated that family, peer, and congregational factors explained significant amounts of variance in students’ social justice outcomes and provided unique insight into aspects of students’ experiences that may be particularly relevant to social justice development during this period.
{"title":"Social justice development among emerging adult students: The influence of families, peers, and religious congregations","authors":"Tara M. Stoppa","doi":"10.1080/03057240.2022.2076659","DOIUrl":"https://doi.org/10.1080/03057240.2022.2076659","url":null,"abstract":"ABSTRACT Social justice development is likely influenced by a range of contextual experiences. We examined the ways in which emerging adult students’ experiences with families, peers, and religious congregations were associated with their own social justice outcomes. Participants (N = 288; 65.4% = women) completed a survey of social justice attitudes, beliefs, and perceptions of their families’, peers,’ and congregations’ engagement with social justice issues. Findings indicated that family, peer, and congregational factors explained significant amounts of variance in students’ social justice outcomes and provided unique insight into aspects of students’ experiences that may be particularly relevant to social justice development during this period.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42663151","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 : 2022-06-17DOI: 10.1080/03057240.2022.2075837
S. Little
ABSTRACT Mindfulness is an umbrella term for a set of practices and strategies related to attention and non-critical awareness of our thoughts. Mindfulness is currently having a moment in popular culture and in clinical psychology for its many perceived benefits. However, there are reasons to worry about whether certain commitments and strategies of mindfulness might conflict with long-term progress in character development. This article places mindfulness in conversation with developmental considerations of virtue, asking how mindfulness practices might impact the various stages between natural character and mature moral virtue in different ways. Moreover, it proposes a distinction between two kinds of virtues, presence and absence virtues, that are differently impacted by the continued use of mindfulness practices in the later stages of virtue development.
{"title":"Virtue developmental considerations of mindfulness","authors":"S. Little","doi":"10.1080/03057240.2022.2075837","DOIUrl":"https://doi.org/10.1080/03057240.2022.2075837","url":null,"abstract":"ABSTRACT Mindfulness is an umbrella term for a set of practices and strategies related to attention and non-critical awareness of our thoughts. Mindfulness is currently having a moment in popular culture and in clinical psychology for its many perceived benefits. However, there are reasons to worry about whether certain commitments and strategies of mindfulness might conflict with long-term progress in character development. This article places mindfulness in conversation with developmental considerations of virtue, asking how mindfulness practices might impact the various stages between natural character and mature moral virtue in different ways. Moreover, it proposes a distinction between two kinds of virtues, presence and absence virtues, that are differently impacted by the continued use of mindfulness practices in the later stages of virtue development.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46996182","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 : 2022-05-18DOI: 10.1080/03057240.2022.2066639
Canglong Wang
ABSTRACT The resurgence of Confucian education in present-day China has received increasing academic attention over the last two decades. However, certain aspects of this trend remain poorly understood, particularly parents’ involvement in their children’s Confucian education. Based on a qualitative study conducted at a Confucian school, this article sheds light on why some Chinese parents today send their children to learn the Confucian classics. The parents interviewed criticised China’s examination-oriented state school system, which they regarded as too practically oriented to realise students’ personal and moral development. Instead, they wanted their children to cultivate Confucian virtues and moral suzhi (‘quality’). Also, Wang Caigui’s theory of ‘children reading classics’ education strengthened the parents’ confidence in the Confucian pedagogy of memorisation. Based on these findings, the article argues that using the critique tool, parents who advocate Confucian education have emerged as critical citizens who reflect on how not to be governed by the mainstream state education.
{"title":"Resurgence of Confucian education in contemporary China: Parental involvement, moral anxiety, and the pedagogy of memorisation","authors":"Canglong Wang","doi":"10.1080/03057240.2022.2066639","DOIUrl":"https://doi.org/10.1080/03057240.2022.2066639","url":null,"abstract":"ABSTRACT The resurgence of Confucian education in present-day China has received increasing academic attention over the last two decades. However, certain aspects of this trend remain poorly understood, particularly parents’ involvement in their children’s Confucian education. Based on a qualitative study conducted at a Confucian school, this article sheds light on why some Chinese parents today send their children to learn the Confucian classics. The parents interviewed criticised China’s examination-oriented state school system, which they regarded as too practically oriented to realise students’ personal and moral development. Instead, they wanted their children to cultivate Confucian virtues and moral suzhi (‘quality’). Also, Wang Caigui’s theory of ‘children reading classics’ education strengthened the parents’ confidence in the Confucian pedagogy of memorisation. Based on these findings, the article argues that using the critique tool, parents who advocate Confucian education have emerged as critical citizens who reflect on how not to be governed by the mainstream state education.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48034116","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 : 2022-05-18DOI: 10.1080/03057240.2022.2066640
Alexios Arvanitis, Matt Stichter
ABSTRACT Self-determination theory, like other psychological theories that study eudaimonia, focuses on general processes of growth and self-realization. An aspect that tends to be sidelined in the relevant literature is virtue. We propose that special focus needs to be placed on moral virtue and its development. We review different types of moral motivation and argue that morally virtuous behavior is regulated through integrated regulation. We describe the process of moral integration and how it relates to the development of moral virtue. We then discuss what morally virtuous individuals are like, what shape their internal moral system is expected to take and introduce moral self-concordance. We consider why morally virtuous individuals are expected to experience eudaimonic well-being. Finally, we address the current gap in self-determination theory research on eudaimonia.
{"title":"Why being morally virtuous enhances well-being: A self-determination theory approach","authors":"Alexios Arvanitis, Matt Stichter","doi":"10.1080/03057240.2022.2066640","DOIUrl":"https://doi.org/10.1080/03057240.2022.2066640","url":null,"abstract":"ABSTRACT Self-determination theory, like other psychological theories that study eudaimonia, focuses on general processes of growth and self-realization. An aspect that tends to be sidelined in the relevant literature is virtue. We propose that special focus needs to be placed on moral virtue and its development. We review different types of moral motivation and argue that morally virtuous behavior is regulated through integrated regulation. We describe the process of moral integration and how it relates to the development of moral virtue. We then discuss what morally virtuous individuals are like, what shape their internal moral system is expected to take and introduce moral self-concordance. We consider why morally virtuous individuals are expected to experience eudaimonic well-being. Finally, we address the current gap in self-determination theory research on eudaimonia.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45114719","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 : 2022-05-13DOI: 10.1080/03057240.2022.2060196
Mitch Brown, R. McGrath, Melinda C. Bier, K. Johnson, M. Berkowitz
ABSTRACT This study represents a large meta-analytic investigation of character education studies. We identified 214 studies up until 2017 (NTotal = 307,512) with at least one computable effect size comparing a character education program to a control condition. Initial analyses indicated a small, significant average positive effect for character education (g = 0.24, 95% CI [0.19, 0.28]). Single-session interventions and mentoring programs were associated with larger effects. However, all treatment lengths were associated with significant treatment effects, and the number of single-session interventions was small. Three programs—Cognitive Problem-Solving, Kohlberg’s Moral Dilemma Discussion and Strong Kids—were associated with above-average effects in multiple assessments. Evidence emerged suggesting selection bias in published literature. Correcting this bias indicated lower estimates of mean effects while remaining positive and significant. We consider heterogeneity in reporting standards and discuss how to address biases.
{"title":"A comprehensive meta-analysis of character education programs","authors":"Mitch Brown, R. McGrath, Melinda C. Bier, K. Johnson, M. Berkowitz","doi":"10.1080/03057240.2022.2060196","DOIUrl":"https://doi.org/10.1080/03057240.2022.2060196","url":null,"abstract":"ABSTRACT This study represents a large meta-analytic investigation of character education studies. We identified 214 studies up until 2017 (NTotal = 307,512) with at least one computable effect size comparing a character education program to a control condition. Initial analyses indicated a small, significant average positive effect for character education (g = 0.24, 95% CI [0.19, 0.28]). Single-session interventions and mentoring programs were associated with larger effects. However, all treatment lengths were associated with significant treatment effects, and the number of single-session interventions was small. Three programs—Cognitive Problem-Solving, Kohlberg’s Moral Dilemma Discussion and Strong Kids—were associated with above-average effects in multiple assessments. Evidence emerged suggesting selection bias in published literature. Correcting this bias indicated lower estimates of mean effects while remaining positive and significant. We consider heterogeneity in reporting standards and discuss how to address biases.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44460792","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 : 2022-04-03DOI: 10.1080/03057240.2022.2055533
A. Lee
ABSTRACT In celebration of the 50th anniversary of the Journal of Moral Education (JME) in 2021, this study explores moral education research trends and changes as reflected in JME from 1971 to 2021, with special attention to significant changes in the last decade, a period of rapid digitalization and increasingly complex socio-cultural contexts, both local and global. Moral education trends, as reflected in the 1261 articles published in JME, were investigated using content analysis of disciplinary approaches, keywords, research methodologies, as well as the national and gender backgrounds of the first authors and JME editorial teams and trustees. The main findings point to specific and important issues, central research topics, and neglected areas in moral education and development over the past five decades. The review offers JME and the field of moral education some considerations for the development of moral education, observations on research method paradigms, insights on gender equity, and attention to cultural diversity.
{"title":"The JME’s 50-year contribution to moral education: A content analysis 1971-2021","authors":"A. Lee","doi":"10.1080/03057240.2022.2055533","DOIUrl":"https://doi.org/10.1080/03057240.2022.2055533","url":null,"abstract":"ABSTRACT In celebration of the 50th anniversary of the Journal of Moral Education (JME) in 2021, this study explores moral education research trends and changes as reflected in JME from 1971 to 2021, with special attention to significant changes in the last decade, a period of rapid digitalization and increasingly complex socio-cultural contexts, both local and global. Moral education trends, as reflected in the 1261 articles published in JME, were investigated using content analysis of disciplinary approaches, keywords, research methodologies, as well as the national and gender backgrounds of the first authors and JME editorial teams and trustees. The main findings point to specific and important issues, central research topics, and neglected areas in moral education and development over the past five decades. The review offers JME and the field of moral education some considerations for the development of moral education, observations on research method paradigms, insights on gender equity, and attention to cultural diversity.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49302284","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：