Pub Date : 2023-01-27DOI: 10.1080/03057240.2022.2159346
Vicent Gozálvez, M. R. Buxarrais, Cruz Pérez
ABSTRACT Educating in a convulsed political context demands a detailed analysis of the new circumstances of our times, especially the current democracy crisis. According to the latest reports issued by international evaluation organisations, one of the greatest challenges for democratic citizenship is the emergence and rise of authoritarianism within the framework of the so-called post-democracy, and also in the manifestations known as illiberal democracy. Moral and civic education has to respond to this challenge. With this in mind, we propose revitalising a participative and deliberative democracy model, rethinking the basic values in citizens' education, redefining the relation between what is public and what is private, and empowering sensitivity and free creation in the new maker culture.
{"title":"Towards a post-democratic era? Moral education against new forms of authoritarianism","authors":"Vicent Gozálvez, M. R. Buxarrais, Cruz Pérez","doi":"10.1080/03057240.2022.2159346","DOIUrl":"https://doi.org/10.1080/03057240.2022.2159346","url":null,"abstract":"ABSTRACT Educating in a convulsed political context demands a detailed analysis of the new circumstances of our times, especially the current democracy crisis. According to the latest reports issued by international evaluation organisations, one of the greatest challenges for democratic citizenship is the emergence and rise of authoritarianism within the framework of the so-called post-democracy, and also in the manifestations known as illiberal democracy. Moral and civic education has to respond to this challenge. With this in mind, we propose revitalising a participative and deliberative democracy model, rethinking the basic values in citizens' education, redefining the relation between what is public and what is private, and empowering sensitivity and free creation in the new maker culture.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46253677","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 : 2023-01-26DOI: 10.1080/03057240.2022.2159347
E. Kuusisto, I. de Groot, D. D. de Ruyter, I. Schutte, I. Rissanen, Caroline Suransky
ABSTRACT Universities worldwide are beginning to counter the prevailing neo-liberal ideology by paying renewed attention to the moral development of students and fostering their life purposes. This mixed methods study investigates the life purposes of higher education students in four institutions in the Netherlands (nDutch = 663) and Finland (nFinnish = 846). Based on quantitative data, we identified four purpose profiles: purposeful, self-oriented, dreamer, and disengaged. Qualitative data showed that students’ willingness to contribute to a better world was not particularly prominent. An exception was found in the data of a Dutch research university working with a specific worldview and value base and emphasizing moral education. We conclude that universities need to put more effort into educating young professionals whose life purpose goes beyond their self-interest and who are willing and able to address pressing societal and global problems. This particularly includes professionals in the domains of technology and economy.
{"title":"Life purposes: Comparing higher education students in four institutions in the Netherlands and Finland","authors":"E. Kuusisto, I. de Groot, D. D. de Ruyter, I. Schutte, I. Rissanen, Caroline Suransky","doi":"10.1080/03057240.2022.2159347","DOIUrl":"https://doi.org/10.1080/03057240.2022.2159347","url":null,"abstract":"ABSTRACT Universities worldwide are beginning to counter the prevailing neo-liberal ideology by paying renewed attention to the moral development of students and fostering their life purposes. This mixed methods study investigates the life purposes of higher education students in four institutions in the Netherlands (nDutch = 663) and Finland (nFinnish = 846). Based on quantitative data, we identified four purpose profiles: purposeful, self-oriented, dreamer, and disengaged. Qualitative data showed that students’ willingness to contribute to a better world was not particularly prominent. An exception was found in the data of a Dutch research university working with a specific worldview and value base and emphasizing moral education. We conclude that universities need to put more effort into educating young professionals whose life purpose goes beyond their self-interest and who are willing and able to address pressing societal and global problems. This particularly includes professionals in the domains of technology and economy.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47434274","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 : 2023-01-26DOI: 10.1080/03057240.2022.2159344
K. Wheeler
ABSTRACT This paper explores how children (aged 7–11) in the UK are educated about sustainability and climate change, through exploring a sample of 155 learning resources from public, private and third sector organisations. Using qualitative content analysis, key codes captured a) how sustainability was represented; b) how responsibilities for sustainability are imagined and allocated within society; and c) how children are encouraged to act for sustainability. The paper shows how sustainability resources represent children as powerful agents of social change charged with the responsibility and means to change their (and their close relatives’) behaviour within the household and school. Drawing on critical debates about sustainability education, I argue these representations are problematic because they do not equip children with an understanding of the political and moral economies that shape their actions (or inactions) as citizens, nor provide them with opportunities to develop collaborative competencies.
{"title":"Educating children as sustainable citizen-consumers: A qualitative content analysis of sustainability education resources","authors":"K. Wheeler","doi":"10.1080/03057240.2022.2159344","DOIUrl":"https://doi.org/10.1080/03057240.2022.2159344","url":null,"abstract":"ABSTRACT This paper explores how children (aged 7–11) in the UK are educated about sustainability and climate change, through exploring a sample of 155 learning resources from public, private and third sector organisations. Using qualitative content analysis, key codes captured a) how sustainability was represented; b) how responsibilities for sustainability are imagined and allocated within society; and c) how children are encouraged to act for sustainability. The paper shows how sustainability resources represent children as powerful agents of social change charged with the responsibility and means to change their (and their close relatives’) behaviour within the household and school. Drawing on critical debates about sustainability education, I argue these representations are problematic because they do not equip children with an understanding of the political and moral economies that shape their actions (or inactions) as citizens, nor provide them with opportunities to develop collaborative competencies.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42766506","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 : 2023-01-02DOI: 10.1080/03057240.2022.2159639
Nancy Snow
ABSTRACT Nine articles appear in this special issue of The Journal of Moral Education. Each is the product of a team of multidisciplinary scholars who have researched topics related to the self, virtue, and public life. The essays bring fresh perspectives on civic virtues and the self in studies that are conceptually grounded and empirically informed. They bring to the fore novel ideas about what can count as a civic virtue or enhance civic participation, for example, intellectual humility, forgiveness, and a sense that civic engagement is an authentic exercise of agency. Given the present polarization that plagues our societies today, these articles could not be more timely. All explore implications for education, broadly conceived.
{"title":"Introduction to the special issue on self, virtue, and public life: Interdisciplinary perspectives on civic virtue","authors":"Nancy Snow","doi":"10.1080/03057240.2022.2159639","DOIUrl":"https://doi.org/10.1080/03057240.2022.2159639","url":null,"abstract":"ABSTRACT Nine articles appear in this special issue of The Journal of Moral Education. Each is the product of a team of multidisciplinary scholars who have researched topics related to the self, virtue, and public life. The essays bring fresh perspectives on civic virtues and the self in studies that are conceptually grounded and empirically informed. They bring to the fore novel ideas about what can count as a civic virtue or enhance civic participation, for example, intellectual humility, forgiveness, and a sense that civic engagement is an authentic exercise of agency. Given the present polarization that plagues our societies today, these articles could not be more timely. All explore implications for education, broadly conceived.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"1 - 6"},"PeriodicalIF":1.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49439195","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}
ABSTRACT An adequate response to the environmental and sustainability issues we now face cannot be limited to single perspectives, disciplines, or ways of knowing, and instead requires an interdisciplinary approach. Despite the connections between the fields of citizenship-, character- and sustainability education, they have thus far run parallel to each other, without any substantial convergence. This paper focuses on the conceptual and historical reasons for this lack of integration, exploring the tensions among them perceived by many scholars and practitioners, such as an individual vs. a social vs. a global focus, a deliberative vs. fact based pedagogic approach, and an individual vs. socio-political educational context. The paper ends by exploring different ways in which these three fields of education might be integrated.
{"title":"Citizenship, character, sustainability: Differences and commonalities in three fields of education","authors":"K. Jordan, Ó. Jónsson, Ragny Þóra Guðjohnsen, Sigrún Aðalbjarnardóttir, Unnur Edda Garðarsdóttir","doi":"10.1080/03057240.2022.2159348","DOIUrl":"https://doi.org/10.1080/03057240.2022.2159348","url":null,"abstract":"ABSTRACT An adequate response to the environmental and sustainability issues we now face cannot be limited to single perspectives, disciplines, or ways of knowing, and instead requires an interdisciplinary approach. Despite the connections between the fields of citizenship-, character- and sustainability education, they have thus far run parallel to each other, without any substantial convergence. This paper focuses on the conceptual and historical reasons for this lack of integration, exploring the tensions among them perceived by many scholars and practitioners, such as an individual vs. a social vs. a global focus, a deliberative vs. fact based pedagogic approach, and an individual vs. socio-political educational context. The paper ends by exploring different ways in which these three fields of education might be integrated.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"7 - 20"},"PeriodicalIF":1.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46219562","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 : 2022-12-09DOI: 10.1080/03057240.2022.2147908
Cathal O’Siochru, Victoria Blinkhorn, David Lundie
ABSTRACT The way we measure values is foundational to their study. This paper explores the empirical findings and theoretical discussions in the literature concerning an essential quality for any measure of values, its validity. We discuss an important debate on validity within the literature concerning the ability of value measures to predict value-related behaviour. We interrogate a key assumption behind the value-behaviour link, namely that a participant’s responses on a valid value measure will predict their behaviour. Ultimately, we make the case that a better understanding of the relationship between values and behaviour may be possible if we also consider social norms.
{"title":"Issues of validity: Exploring the link between values and behaviour","authors":"Cathal O’Siochru, Victoria Blinkhorn, David Lundie","doi":"10.1080/03057240.2022.2147908","DOIUrl":"https://doi.org/10.1080/03057240.2022.2147908","url":null,"abstract":"ABSTRACT The way we measure values is foundational to their study. This paper explores the empirical findings and theoretical discussions in the literature concerning an essential quality for any measure of values, its validity. We discuss an important debate on validity within the literature concerning the ability of value measures to predict value-related behaviour. We interrogate a key assumption behind the value-behaviour link, namely that a participant’s responses on a valid value measure will predict their behaviour. Ultimately, we make the case that a better understanding of the relationship between values and behaviour may be possible if we also consider social norms.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"108 - 118"},"PeriodicalIF":1.7,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45573626","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 : 2022-11-30DOI: 10.1080/03057240.2022.2146074
Matthew Vess, Matt Stichter, Joshua A. Hicks, Rebecca J. Schlegel
ABSTRACT A robust literature indicates that when people feel that they are expressing and aware of their true selves, they show enhanced psychological health and well-being. This feeling, commonly referred to as authenticity, is therefore a consequential experience. In this paper, we review a program of research focused on the relevance of authenticity for civic engagement. We describe how a virtuous orientation to civic engagement might make civic actions feel more authentic and how the experience of authenticity might help sustain civic behavior. We then discuss the role that education might play in fostering a deeper connection between civic engagement and the subjective experience of authenticity.
{"title":"Virtue and authenticity in civic life","authors":"Matthew Vess, Matt Stichter, Joshua A. Hicks, Rebecca J. Schlegel","doi":"10.1080/03057240.2022.2146074","DOIUrl":"https://doi.org/10.1080/03057240.2022.2146074","url":null,"abstract":"ABSTRACT A robust literature indicates that when people feel that they are expressing and aware of their true selves, they show enhanced psychological health and well-being. This feeling, commonly referred to as authenticity, is therefore a consequential experience. In this paper, we review a program of research focused on the relevance of authenticity for civic engagement. We describe how a virtuous orientation to civic engagement might make civic actions feel more authentic and how the experience of authenticity might help sustain civic behavior. We then discuss the role that education might play in fostering a deeper connection between civic engagement and the subjective experience of authenticity.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"83 - 94"},"PeriodicalIF":1.7,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49207312","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 : 2022-11-30DOI: 10.1080/03057240.2022.2142540
K. Tirri
ABSTRACT According to Kohlberg, a moral teacher is an independent moral agent capable of addressing moral dilemmas based on general principles of justice. In addition to moral reasoning, teachers require competencies in moral sensitivity, moral motivation, and the implementation of morality. In the current period of global transition, moral sensitivity in teaching is particularly emphasized along with the skills to identify culture-invariant and culture-dependent moral factors. In this lecture, the role of the moral teacher is explored in the context of current global crises and everyday moral dilemmas in teaching. Purposefulness and professional ethics are identified as important assets for a moral teacher during the current global transition.
{"title":"The moral teacher in global transition: The 2022 Kohlberg Memorial Lecture","authors":"K. Tirri","doi":"10.1080/03057240.2022.2142540","DOIUrl":"https://doi.org/10.1080/03057240.2022.2142540","url":null,"abstract":"ABSTRACT According to Kohlberg, a moral teacher is an independent moral agent capable of addressing moral dilemmas based on general principles of justice. In addition to moral reasoning, teachers require competencies in moral sensitivity, moral motivation, and the implementation of morality. In the current period of global transition, moral sensitivity in teaching is particularly emphasized along with the skills to identify culture-invariant and culture-dependent moral factors. In this lecture, the role of the moral teacher is explored in the context of current global crises and everyday moral dilemmas in teaching. Purposefulness and professional ethics are identified as important assets for a moral teacher during the current global transition.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"261 - 274"},"PeriodicalIF":1.7,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42731570","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 : 2022-11-23DOI: 10.1080/03057240.2022.2134095
A. Nameda, Yuto Kumaki, Y. Hashimoto, Y. Toda
ABSTRACT Studies on development and fairness judgments in resource allocations have mainly addressed the distribution of reward. However, the distribution of responsibility also requires exploration in the context of research on development and distributive justice. For an integrated understanding of reward and responsibility distributions, we briefly reviewed the studies on children’s fairness judgments in reward and responsibility distributions. We then discussed the theoretical basis and methodological framework to further our understanding. After reviewing a study which considered both reward and responsibility distributions in the same experiment, we also discussed the questions to be solved to understand children’s fairness judgments in both types of distributions. Individual developmental process of fairness judgments, (in)consistency of judgments in reward and responsibility distributions, and generous judgments in allocations were discussed by referring to theoretical discussions of culture and reciprocity.
{"title":"Distributive justice and development: Toward an integrative understanding of reward and responsibility distributions","authors":"A. Nameda, Yuto Kumaki, Y. Hashimoto, Y. Toda","doi":"10.1080/03057240.2022.2134095","DOIUrl":"https://doi.org/10.1080/03057240.2022.2134095","url":null,"abstract":"ABSTRACT Studies on development and fairness judgments in resource allocations have mainly addressed the distribution of reward. However, the distribution of responsibility also requires exploration in the context of research on development and distributive justice. For an integrated understanding of reward and responsibility distributions, we briefly reviewed the studies on children’s fairness judgments in reward and responsibility distributions. We then discussed the theoretical basis and methodological framework to further our understanding. After reviewing a study which considered both reward and responsibility distributions in the same experiment, we also discussed the questions to be solved to understand children’s fairness judgments in both types of distributions. Individual developmental process of fairness judgments, (in)consistency of judgments in reward and responsibility distributions, and generous judgments in allocations were discussed by referring to theoretical discussions of culture and reciprocity.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47336095","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 : 2022-11-18DOI: 10.1080/03057240.2022.2136148
J. C. Lin, L. Jackson
ABSTRACT Patriotism is controversial in moral education across contexts. In China, patriotism is highly politicised by the government and heavily promoted in education. In the last few decades, the moralisation of patriotism, which refers here to the framing of patriotism as a virtue, has become the focus of teaching patriotism in China. This paper demonstrates how patriotism is moralised and promoted in Chinese moral education textbooks. The paper begins by providing a theoretical introduction to patriotism in moral education and defending a rational approach to teaching patriotism given its controversial nature. Then it elaborates on the Chinese context of teaching patriotism and analyses patriotism as part of moral education in Chinese textbooks. Our findings indicate various ways in which patriotism is promoted in Chinese education as a non-controversial virtue and moral duty. Finally, the paper discusses the limitations of this way of teaching patriotism and argues for the adoption of the rational approach as an alternative.
{"title":"Patriotism in moral education: Toward a rational approach in China","authors":"J. C. Lin, L. Jackson","doi":"10.1080/03057240.2022.2136148","DOIUrl":"https://doi.org/10.1080/03057240.2022.2136148","url":null,"abstract":"ABSTRACT Patriotism is controversial in moral education across contexts. In China, patriotism is highly politicised by the government and heavily promoted in education. In the last few decades, the moralisation of patriotism, which refers here to the framing of patriotism as a virtue, has become the focus of teaching patriotism in China. This paper demonstrates how patriotism is moralised and promoted in Chinese moral education textbooks. The paper begins by providing a theoretical introduction to patriotism in moral education and defending a rational approach to teaching patriotism given its controversial nature. Then it elaborates on the Chinese context of teaching patriotism and analyses patriotism as part of moral education in Chinese textbooks. Our findings indicate various ways in which patriotism is promoted in Chinese education as a non-controversial virtue and moral duty. Finally, the paper discusses the limitations of this way of teaching patriotism and argues for the adoption of the rational approach as an alternative.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"343 - 361"},"PeriodicalIF":1.7,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48974279","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}