Pub Date : 2023-09-21DOI: 10.1080/03057240.2023.2258290
Mark Gregory Harrison, Ji Ying, Fei Yan, Liz Jackson
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.
{"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":null,"pages":null},"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}
Pub Date : 2023-09-19DOI: 10.1080/03057240.2023.2254510
Juan P. Dabdoub, Daniela Salgado, Aurora Bernal, Marvin W. Berkowitz, Aitor R. Salaverría
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.
{"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":null,"pages":null},"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}
Pub Date : 2023-09-19DOI: 10.1080/03057240.2023.2255754
Suzanne S. Choo, Deborah Chua
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.
在一个高度全球化的时代，伦理批评在应对网络社会的信息轰炸方面变得至关重要。本文首先探讨了伦理批评的历史出现，它的主要方法(关系的，分析的和历史的)，以及品格教育的潜力。接下来，我们关注新加坡的品格教育。利用比较案例研究分析，我们比较了旧的和最近的品格教育教学大纲，并应用伦理批评作为分析镜头。研究结果显示，从道德适应到一些道德批评证据的明显转变，更多地强调关系，而较少强调分析和历史方面。然后，我们研究了新加坡品格教育计划中伦理批评的机会和紧张关系。这些紧张关系源于赋予公民处理多元文化接触挑战的同时目标，以及在分析政治和权力系统结构时对批判性伦理思维的限制。关键词:品格教育伦理批评后结构主义价值观教育新加坡披露声明作者未报告潜在的利益冲突。本研究得到南洋理工大学国立教育研究所的支持[OER 08/21 SCSL]。作者简介suzanne S. Choo，新加坡南洋理工大学国立教育学院英语语言文学学术小组副教授。她的研究成果发表在《哈佛教育评论》、《阅读研究季刊》、《英国教育研究杂志》、《英语教学研究》等刊物上。她的研究领域包括全球和世界性教育、伦理批评和文学教育学。Deborah Chua，新加坡南洋理工大学国立教育研究院研究员。曾在《语言学杂志》、《语言与认知》、《英语语言与语言学》等刊物上发表文章。
{"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":null,"pages":null},"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}
Pub Date : 2023-09-19DOI: 10.1080/03057240.2023.2252615
Ella Anghel, Henry I. Braun, Audry A. Friedman
ABSTRACTMany believe that higher education contributes to students’ joint cognitive and non-cognitive development. However, relevant empirical evidence of that is scarce. Employing a sample of 348 college students, the present study explored the relationships among a range of outcomes using both a variable- and a person-centered approach. We found that a sense of purpose, strength of principles, and moral agency were positively associated. However, cognitive and non-cognitive outcomes were only weakly correlated. We also found that most students had either high or low scores in all of the measured outcomes, but some had non-uniform profiles. These results suggest that colleges should not assume that cognitive and non-cognitive developments are strongly related. College students likely need differentiated instruction and support, depending on their individual backgrounds, interests, and levels of the target constructs.KEYWORDS: Higher educationmoral judgment developmentcognitive developmentlatent profile analysis AcknowledgmentsWe would like to thank Andres Castro Samayoa, Chris Constas, Kerry Cronin, Gabrielle Thome, and the instructors of the Perspectives program at Boston College for their assistance with data collection.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData will be made readily available upon request for research purposes.Notes1. One group of students from which data were collected was not asked to provide age, see below.2. The EHD students’ CT scores were also reported elsewhere (Anghel et al., Citation2021).Additional informationFundingFunding was provided by an Ignite grant through Boston College.Notes on contributorsElla AnghelElla Anghel recently earned her Ph.D. from the Department of Measurement, Evaluation, Statistics, and Assessment at the Lynch School of Education and Human Development, Boston College. Her current research focuses on technology-enhanced assessment and learning.Henry I. BraunHenry I. Braun is the Boisi Professor of Education and Public Policy at Boston College. He specializes in testing and education policy; assessment design and analysis; and higher education outcomes. He has won awards from the AERA, NCME, is a fellow of both the ASA and AERA, and an elected member of the National Academy of Education and the American Academy of Arts & Sciences.Audry A. FriedmanAudry A. Friedman is a retired Associate Professor of Teaching, Curriculum, and Society at the Lynch School of Education and Human Development at Boston College. Currently she is a researcher, instructor, and supervisor for the Urban Catholic Teacher Corps at Boston College. Her research addresses moral-cognitive decision-making and critical reasoning and formative experiences that nurture the development of critical reasoning, meaning, and purpose in young adults.
摘要许多人认为，高等教育促进了学生认知和非认知的共同发展。然而，相关的经验证据是稀缺的。本研究以348名大学生为样本，采用以变量为中心和以人为中心的方法，探讨了一系列结果之间的关系。我们发现使命感、原则的力量和道德能动性呈正相关。然而，认知和非认知结果仅呈弱相关。我们还发现，大多数学生在所有测量结果中都有高分或低分，但有些学生的情况并不一致。这些结果表明，大学不应该假设认知和非认知发展是密切相关的。大学生可能需要不同的指导和支持，这取决于他们的个人背景、兴趣和目标构念的水平。致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢致谢披露声明作者未报告潜在的利益冲突。数据可用性声明应研究目的的要求，我们将随时提供数据。收集数据的一组学生没有被要求提供年龄，见下文2。EHD学生的CT分数在其他地方也有报道(Anghel et al.， Citation2021)。其他信息资金由波士顿学院的Ignite资助提供。ella Anghel最近获得了波士顿学院林奇教育与人类发展学院测量、评估、统计和评估系的博士学位。她目前的研究重点是技术增强的评估和学习。Henry I. Braun是波士顿学院教育和公共政策的Boisi教授。他专门研究考试和教育政策;评估设计与分析;以及高等教育的成果。他曾获得美国艺术与科学学会(AERA)、NCME颁发的奖项，是美国艺术与科学学会(ASA)和美国艺术与科学学会(AERA)的会员，也是美国国家教育学院和美国艺术与科学学院的当选成员。Audry a . Friedman是波士顿学院林奇教育与人类发展学院教学、课程与社会的退休副教授。目前，她是波士顿学院城市天主教教师团的研究员、讲师和主管。她的研究涉及道德认知决策和批判性推理以及培养年轻人批判性推理、意义和目的发展的形成性经验。
{"title":"Applying variable- and person-centered approaches in the study of higher education learning outcomes","authors":"Ella Anghel, Henry I. Braun, Audry A. Friedman","doi":"10.1080/03057240.2023.2252615","DOIUrl":"https://doi.org/10.1080/03057240.2023.2252615","url":null,"abstract":"ABSTRACTMany believe that higher education contributes to students’ joint cognitive and non-cognitive development. However, relevant empirical evidence of that is scarce. Employing a sample of 348 college students, the present study explored the relationships among a range of outcomes using both a variable- and a person-centered approach. We found that a sense of purpose, strength of principles, and moral agency were positively associated. However, cognitive and non-cognitive outcomes were only weakly correlated. We also found that most students had either high or low scores in all of the measured outcomes, but some had non-uniform profiles. These results suggest that colleges should not assume that cognitive and non-cognitive developments are strongly related. College students likely need differentiated instruction and support, depending on their individual backgrounds, interests, and levels of the target constructs.KEYWORDS: Higher educationmoral judgment developmentcognitive developmentlatent profile analysis AcknowledgmentsWe would like to thank Andres Castro Samayoa, Chris Constas, Kerry Cronin, Gabrielle Thome, and the instructors of the Perspectives program at Boston College for their assistance with data collection.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData will be made readily available upon request for research purposes.Notes1. One group of students from which data were collected was not asked to provide age, see below.2. The EHD students’ CT scores were also reported elsewhere (Anghel et al., Citation2021).Additional informationFundingFunding was provided by an Ignite grant through Boston College.Notes on contributorsElla AnghelElla Anghel recently earned her Ph.D. from the Department of Measurement, Evaluation, Statistics, and Assessment at the Lynch School of Education and Human Development, Boston College. Her current research focuses on technology-enhanced assessment and learning.Henry I. BraunHenry I. Braun is the Boisi Professor of Education and Public Policy at Boston College. He specializes in testing and education policy; assessment design and analysis; and higher education outcomes. He has won awards from the AERA, NCME, is a fellow of both the ASA and AERA, and an elected member of the National Academy of Education and the American Academy of Arts & Sciences.Audry A. FriedmanAudry A. Friedman is a retired Associate Professor of Teaching, Curriculum, and Society at the Lynch School of Education and Human Development at Boston College. Currently she is a researcher, instructor, and supervisor for the Urban Catholic Teacher Corps at Boston College. Her research addresses moral-cognitive decision-making and critical reasoning and formative experiences that nurture the development of critical reasoning, meaning, and purpose in young adults.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135061071","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 : 2023-09-15DOI: 10.1080/03057240.2023.2250570
Han, Hyemin
Recently, computer scientists have developed large language models (LLMs) by training prediction models with large-scale language corpora and human reinforcements. The LLMs have become one promising way to implement artificial intelligence with accuracy in various fields. Interestingly, recent LLMs possess emergent functional features that emulate sophisticated human cognition, especially in-context learning and the chain of thought, which were unavailable in previous prediction models. In this paper, I will examine how LLMs might contribute to moral education and development research. To achieve this goal, I will review the most recently published conference papers and ArXiv preprints to overview the novel functional features implemented in LLMs. I also intend to conduct brief experiments with ChatGPT to investigate how LLMs behave while addressing ethical dilemmas and external feedback. The results suggest that LLMs might be capable of solving dilemmas based on reasoning and revising their reasoning process with external input. Furthermore, a preliminary experimental result from the moral exemplar test may demonstrate that exemplary stories can elicit moral elevation in LLMs as do they among human participants. I will discuss the potential implications of LLMs on research on moral education and development with the results.
{"title":"Potential benefits of employing large language models in research in moral education and development","authors":"Han, Hyemin","doi":"10.1080/03057240.2023.2250570","DOIUrl":"https://doi.org/10.1080/03057240.2023.2250570","url":null,"abstract":"Recently, computer scientists have developed large language models (LLMs) by training prediction models with large-scale language corpora and human reinforcements. The LLMs have become one promising way to implement artificial intelligence with accuracy in various fields. Interestingly, recent LLMs possess emergent functional features that emulate sophisticated human cognition, especially in-context learning and the chain of thought, which were unavailable in previous prediction models. In this paper, I will examine how LLMs might contribute to moral education and development research. To achieve this goal, I will review the most recently published conference papers and ArXiv preprints to overview the novel functional features implemented in LLMs. I also intend to conduct brief experiments with ChatGPT to investigate how LLMs behave while addressing ethical dilemmas and external feedback. The results suggest that LLMs might be capable of solving dilemmas based on reasoning and revising their reasoning process with external input. Furthermore, a preliminary experimental result from the moral exemplar test may demonstrate that exemplary stories can elicit moral elevation in LLMs as do they among human participants. I will discuss the potential implications of LLMs on research on moral education and development with the results.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353569","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 : 2023-09-08DOI: 10.1080/03057240.2023.2244186
Antonio Fabio Bella
{"title":"Inspiring or annoying? A new measure of broadening and defensive self-regulatory responses to moral exemplars applied to two real-life scenarios of moral goodness","authors":"Antonio Fabio Bella","doi":"10.1080/03057240.2023.2244186","DOIUrl":"https://doi.org/10.1080/03057240.2023.2244186","url":null,"abstract":"","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43463848","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 : 2023-09-08DOI: 10.1080/03057240.2023.2244185
Jarosław Horowski
{"title":"Forgiveness and decision-making by victims of harm: Education for forgiveness as a dimension of moral education","authors":"Jarosław Horowski","doi":"10.1080/03057240.2023.2244185","DOIUrl":"https://doi.org/10.1080/03057240.2023.2244185","url":null,"abstract":"","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43095655","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 : 2023-08-24DOI: 10.1080/03057240.2023.2248404
Anette Mansikka-aho, Jan Varpanen, L. Lahikainen, Jani Pulkki
{"title":"Exploring the moral exemplarity of Greta Thunberg","authors":"Anette Mansikka-aho, Jan Varpanen, L. Lahikainen, Jani Pulkki","doi":"10.1080/03057240.2023.2248404","DOIUrl":"https://doi.org/10.1080/03057240.2023.2248404","url":null,"abstract":"","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44856290","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 : 2023-07-27DOI: 10.1080/03057240.2023.2237202
Dana Cohen Lissman, Mary R. Adkins-Cartee, J. Rosiek, Shareen Springer
{"title":"Moral injury and moral traps in teaching: Learning from the pandemic","authors":"Dana Cohen Lissman, Mary R. Adkins-Cartee, J. Rosiek, Shareen Springer","doi":"10.1080/03057240.2023.2237202","DOIUrl":"https://doi.org/10.1080/03057240.2023.2237202","url":null,"abstract":"","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48846043","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 : 2023-07-26DOI: 10.1080/03057240.2023.2236801
Wojciech Kaftanski
{"title":"Mental images and imagination in moral education","authors":"Wojciech Kaftanski","doi":"10.1080/03057240.2023.2236801","DOIUrl":"https://doi.org/10.1080/03057240.2023.2236801","url":null,"abstract":"","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45309443","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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