Journal of Moral Education最新文献

{"title":"‘Those moments are ineffable’. How creativity experienced through the Arts promotes empathy and compassion","authors":"Melissa Cain","doi":"10.1080/03057240.2023.2287397","DOIUrl":"https://doi.org/10.1080/03057240.2023.2287397","url":null,"abstract":"How do teachers prepare their students for living in an increasingly fractured and inward-looking world? With the rise of populism and authoritarianism, one might argue that the ability to consider...","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138562318","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}

{"title":"Can exposure to specific acts of compassion and courage elicit moral elevation and related motives?","authors":"Joanna G. Fagan, Katrina Henley, Shalet Punnoose, Adam P. McGuire","doi":"10.1080/03057240.2023.2284098","DOIUrl":"https://doi.org/10.1080/03057240.2023.2284098","url":null,"abstract":"Previous studies suggest that witnessing virtuous acts triggers moral elevation—feeling inspired and motivated to imitate the virtue. However, there is a gap in understanding differences in elevati...","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"32 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138545113","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}

{"title":"Enduring aspirations and moral learning: A longitudinal study of U.S. College students","authors":"Anne Colby, Nhat Quang Le, Heather Malin","doi":"10.1080/03057240.2023.2268300","DOIUrl":"https://doi.org/10.1080/03057240.2023.2268300","url":null,"abstract":"ABSTRACTThe present study tracked stability and change in college students’ aspirations, as expressed in survey open text entries at two time points three years apart. Interviews with a subset of respondents provided descriptive accounts of their experiences of moral/civic learning connected with their college experiences. Participants (n=640) were drawn from 11 U.S. colleges and universities. Surveys were conducted in winter 2018-2019 and fall 2021. Fifty-four survey respondents participated in hour-long interviews in spring 2021. Most survey respondents’ aspirations were stable over 3 years, with most focusing on contribution beyond-the-self, fulfillment and preparation for vocations. Only a small percentage focused on financial goals or credentialing. Aspirations to contribute beyond-the-self were expressed even more frequently in interviews. When asked to describe what they had learned in courses and extracurricular activities and in their relationships with peers and adults, interviewees described learning relating to ethics and virtue, social justice and civic issues.KEYWORDS: Purposefulfillmentcollege studentsgoals AcknowledgmentsWe are grateful to Lillian Wolfe for her excellent help with interview coding and to Lisa Staton for her valuable contributions to many aspects of the project.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. For the sake of simplicity, this study used a dichotomous designation for purpose, as coded from interview material. In taking this approach, we do not mean to imply that the purpose construct is best understood as dichotomous, treating purpose as fully present or entirely absent. The larger study of purpose development in college, of which this study is a part, includes a survey measure of purpose as a continuous variable and also analyses that identify four developmentally distinct purpose statuses described by Malin (Citation2022) as dabbling, dreaming, drifting, and full purpose. In our current analyses, which focus primarily on college students’ goals and experiences of moral/civic learning, the four purpose statuses are reduced to two categories, designating the presence or absence of full purpose. Findings using the continuous measure and the 4-category purpose status designations are reported elsewhere (Malin, Citation2022; Malin, et al., Citationunder review).Additional informationFundingThis research was funded by the Mellon Foundation [grant number 31700630].Notes on contributorsAnne ColbyAnne Colby is Adjunct Professor of Education at Stanford University. Previously, she was director of the Murray Research Center at Harvard University and Senior Scholar at the Carnegie Foundation for the Advancement of Teaching. Colby is the author of nine books, including The Power of Ideals; Educating Citizens; and Rethinking Undergraduate Business Education, which won AAC&U’s Frederick Hess Award. She also received the Association for Moral Education’s Kuhmerker Award a","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"37 17","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134954445","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}

{"title":"Using cinema to enhance moral reasoning and cognitive complexity of Amazonian indigenous leaders","authors":"Susana Frisancho, Jorge Villalba, Enrique Delgado, Joseph Medrano","doi":"10.1080/03057240.2023.2275543","DOIUrl":"https://doi.org/10.1080/03057240.2023.2275543","url":null,"abstract":"ABSTRACTSeveral research studies acknowledge the pedagogical and ethical potential of cinema, as well as its utility for moral education. With this in mind and utilizing a mixed-method approach, this paper presents the qualitative changes in cognitive complexity and moral reasoning observed in a group of Amazonian indigenous adults after their participation in an intercultural moral education program using film discussions. Participants were nine Shipibo-Konibo, Awajún and Asháninka peoples, with formal education, and familiar with cinema, from the Amazonian region of Ucayali, Peru. To assess cognitive complexity, the McDaniel and Lawrence scale was employed, while moral reasoning was evaluated using the Heinz dilemma. Qualitative content analysis revealed a development in cognitive complexity and moral reasoning among certain participants. The results are discussed with an emphasis on aspects of the program that can be replicated when working with Amazonian indigenous peoples.KEYWORDS: Moral reasoningcognitive complexitycinemaAmazonian indigenous peoples Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was funded by Pontificia Universidad Católica del Perú under [grant number 2019-3-0005].Notes on contributorsSusana FrisanchoSusana Frisancho PhD. in Developmental Psychology from Fordham University, New York. M.A. in Psychology and B.A. in Educational Psychology from Pontificia Universidad Católica del Perú. Full Professor of the Psychology Department of the Pontificia Universidad Católica del Perú. Coordinator of the Research Group on Cognition, Learning and Development of the Psychology Department of the Pontificia Universidad Católica del Perú. Her research includes topics such as moral and cognitive development of Amazonian indigenous people, the teaching of citizenship and moral education in school.Jorge VillalbaJorge Villalba Garcés holds a degree in Educational Psychology from the Pontificia Universidad Católica del Perú (PUCP) and is a member of the Research Group on Cognition, Learning and Development of the Psychology Department of the same university. Her research focuses on cognitive and moral development, as well as the relationship between psychology of moral development and moral philosophy.Enrique DelgadoEnrique Delgado Doctor in Philosophy and Master in Psychoanalytic Psychotherapy (Universidad Complutense de Madrid). Degree in Psychology and professor at the Pontificia Universidad Católica del Perú. Member of the Research Group on Cognition, Learning and Development. His research interests include moral education, indigenous peoples, gender and psychoanalysis.Joseph MedranoJoseph Medrano Psychology graduate from Pontificia Universidad Católica del Perú with research interests in learning, moral development and motivation.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"15 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136347576","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}

{"title":"Enhancing moral sensitivity in the aftermath of academic misconduct: Results from a quasi-experimental field study","authors":"Jason M. Stephens, Tricia Bertram Gallant","doi":"10.1080/03057240.2023.2268298","DOIUrl":"https://doi.org/10.1080/03057240.2023.2268298","url":null,"abstract":"Most secondary and postsecondary institutions take a behavioral approach in dealing with student cheating—punishing those caught with grade reductions and/or suspensions. While some form of punishment may be necessary, it is not sufficient. As an instantiation of negative morality, academic misconduct offers an opportunity for moral education. The present investigation builds on the literature related to developmental approaches in responding to academic misconduct. It does so by describing theoretical underpinnings and instructional design of a developmental approach (Intervention), as well as results from a quasi-experimental study of its effects on moral sensitivity. Participants (N = 798) included university students who had been found responsible for academic misconduct and completed the Intervention. As hypothesized, participants not only reported greater attentiveness to moral issues after completing the Intervention, they also demonstrated greater awareness of the moral values related to academic misconduct. The implications and limitations of these findings are discussed.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"4 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135479837","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}

{"title":"Demystifying character education for the Singapore context","authors":"Jasmine B.-Y. Sim, Philip H.-H. Tham","doi":"10.1080/03057240.2023.2260957","DOIUrl":"https://doi.org/10.1080/03057240.2023.2260957","url":null,"abstract":"ABSTRACTAmidst global uncertainty, character education has become increasingly important. Yet, academic discourse surrounding the field remains obfuscated. This paper has two aims: First, to provide a broad toolkit to demystify the field of character education, consisting of (i) a basic conceptual GPS for terms like ‘virtue’, ‘character’, ‘morals’ and ‘character education’; and (ii) a lay-of-the-land overview of character education approaches. Second, equipped with this toolkit, we analyse Singapore’s Character and Citizenship Education (CCE) syllabi of 2014 and 2021. Situated within a ‘survivalist’ rhetoric and communitarian tradition, CCE is characterised as a pragmatic, nation-centric amalgamation of various approaches, striving towards a society-oriented goal of maintaining social harmony and cohesion. We identify several tensions in the CCE syllabi, such as its integration of character education and citizenship education, philosophical foundations, curricular content and pedagogical approaches. We argue that elements of neo-Aristotelian virtue ethics offer theoretical scaffolding to address some of these tensions.KEYWORDS: Aristotelian virtues ethicscharacter educationcitizenship educationmoral educationSingapore Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJasmine B.-Y. SimJasmine B.-Y. Sim is an Associate Professor in the Policy, Curriculum and Leadership Academic Group and the Singapore Centre for Character and Citizenship Education in the National Institute of Education, Nanyang Technological University. She researches in civics and citizenship education, character education, social studies education and school-based curriculum development.Philip H.-H. ThamPhilip H.-H. Tham is an undergraduate student in the Dual Degree programme between Sciences Po Paris and Columbia University, USA majoring in political science and cognitive science. He is currently in his third year of undergraduate studies in Columbia University.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536392","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}

{"title":"The meaning of life in China’s civics curriculum: A comparative historical study on worldview construction","authors":"Zhenzhou Zhao, John Chi-Kin Lee","doi":"10.1080/03057240.2023.2258288","DOIUrl":"https://doi.org/10.1080/03057240.2023.2258288","url":null,"abstract":"Although research conducted worldwide has pinpointed the importance of the cultivation of worldviews in citizenship education, little is known of how worldviews are constructed in the civics curriculum. In this study, we adopted a comparative historical approach to examine how China’s civics curriculum has interpreted the meaning of life for young citizens during the transformation of the country from an empire into a nation-state. The data were drawn from 210 school textbooks published between 1902 and 2020. Four historical periods were delineated: the late Qing and Republican era, the Maoist era, the Deng Xiaoping era, and the current Xi Jinping administration. The findings demonstrated the trends and changes that took place while the ideal of citizenship and citizenship education took root, driving the modernisation of Chinese society. Through this study, we contribute to the theoretical discussions on enriching civics curriculum development from a humanist perspective.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134887181","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}

{"title":"Teachers’ conceptions of gratitude and its cultivation in schools in China","authors":"Mark Gregory Harrison, Ji Ying, Fei Yan, Liz Jackson","doi":"10.1080/03057240.2023.2258290","DOIUrl":"https://doi.org/10.1080/03057240.2023.2258290","url":null,"abstract":"ABSTRACTGratitude has recently received increasing scholarly attention as a moral value and virtue important for individual and social functioning and therefore worth cultivating in schools. However, previous research has often been based on experiences in western societies, while moral values and moral cultivation are understood in different ways across cultural contexts. This exploratory qualitative study examines teachers’ conceptions of gratitude and their experiences of cultivating gratitude in schools in mainland China. Based on semi-structured interviews, the findings highlight Chinese teachers’ culturally distinctive conceptions of gratitude and its cultivation, namely its role in developing relationships and maintaining social harmony, and the importance of acts of reciprocity. This empirical study develops a more substantive cross-cultural understanding of the nature of gratitude and practices of moral cultivation in schools.KEYWORDS: Gratitudeteachersconceptionsmoral cultivationChina Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Education University of Hong Kong Dean’s Start-up Research Grant project ‘Gratitude and Humility in Education, East Meets West’ [RG49/2020-2021 R]; Education University of Hong Kong Dean’s Start-up project ‘A Cross-Cultural Analysis of Gratitude in Education’ [04599].Notes on contributorsMark Gregory HarrisonMark Harrison is an Assistant Professor in the Department of Counselling and Psychology at Hong Kong Shue Yan University. He previously worked in international schools for many years, where he held several positions of senior leadership.Ji YingJi Ying is an Assistant Professor at the Department of Educational Policy and Leadership, the Education University of Hong Kong. Her research focuses on education in intercultural and comparative contexts.Fei YanFei Yan is a Senior Research Assistant at the Education University of Hong Kong. His research focuses on citizenship and moral education.Liz JacksonLiz Jackson is Professor of Education at the Education University of Hong Kong. She is also Fellow and Past President of the Philosophy of Education Society of Australasia and former Director of the Comparative Education Research Centre at the University of Hong Kong.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136152910","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}

{"title":"Redesigning schools for effective character education through leadership: The case of PRIMED Institute and vLACE","authors":"Juan P. Dabdoub, Daniela Salgado, Aurora Bernal, Marvin W. Berkowitz, Aitor R. Salaverría","doi":"10.1080/03057240.2023.2254510","DOIUrl":"https://doi.org/10.1080/03057240.2023.2254510","url":null,"abstract":"This paper presents two leadership training programs focused on redesigning schools to promote student character development and advocates for their suitability to promote character education in diverse cultural contexts. This is especially relevant for researchers, practitioners, and policy makers who are searching for replicable interventions to promote character development in schools, particularly in those countries where the character education movement has not arrived yet. It begins with the theoretical framework that lays the groundwork for these kinds of leadership programs. Second, it describes the PRIMED Institute in Character Education (PICE) and the virtual/video-based Leadership Academy in Character Education (vLACE) programs. Finally, it presents seven arguments in favor of these programs responding to the needs of schools in many different countries.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014887","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}

{"title":"From moral adaptation to ethical criticism: Analyzing developments in Singapore’s character education programme","authors":"Suzanne S. Choo, Deborah Chua","doi":"10.1080/03057240.2023.2255754","DOIUrl":"https://doi.org/10.1080/03057240.2023.2255754","url":null,"abstract":"ABSTRACTIn an age of hyper-globalization, ethical criticism has become vital in tackling the bombardment of information across networked societies. This paper begins by exploring the historical emergence of ethical criticism, its dominant approaches (relational, analytical and historical), and potential for character education. Next, we focus on character education in Singapore. Utilizing a comparative case study analysis, we compared older and recent character education syllabi and applied ethical criticism as an analytical lens. Findings show a discernible shift from moral adaptation to some evidence of ethical criticism where more emphasis is placed on the relational and less on analytical and historical aspects. We then examine the opportunities and tensions for ethical criticism in Singapore’s character education programme. These tensions arise from the simultaneous objectives of empowering citizens to handle the challenges of multicultural engagements alongside the limits placed on critical-ethical thinking when applied to analyzing politics and systemic structures of power.KEYWORDS: Character educationethical criticismpoststructuralismvalues educationSingapore Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Institute of Education, Nanyang Technological University [OER 08/21 SCSL].Notes on contributorsSuzanne S. ChooSuzanne S. Choo is Associate Professor at the English Language and Literature Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Her research has been published in Harvard Educational Review, Reading Research Quarterly, British Journal of Educational Studies, Research in the Teaching of English, among others. Her research is in the areas of global and cosmopolitan education, ethical criticism, and literature pedagogy.Deborah ChuaDeborah Chua is Research Fellow at National Institute of Education, Nanyang Technological University, Singapore. Deborah has published in Journal of Linguistics, Language and Cognition, and English Language and Linguistics, among others.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060645","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}