Pub Date : 2022-11-15DOI: 10.1080/03057240.2022.2139668
Jeannie Ngoc Boulware, Yena Kim, Howard Nusbaum, Anne S. Henly
ABSTRACT What leads people to contribute to public life, to strengthen social cohesion, and work to better society? We investigated how co-curricular aspects of college life relate to social cognitive processes foundational for civic virtues and contribute to their development. We examined one widespread type of co-curricular college experience—studying abroad. When studying abroad, students encounter different social norms and cultures and often interact with others using a non-native language. How does immersion in an unfamiliar society affect psychological capacities, such as epistemic humility and regard for others, that may be central to civic virtues? We compared measures of civic virtues across students who studied abroad, students interested in studying abroad who had not yet had that experience, and students with no interest in studying abroad to understand how differences in civic engagement and civility relate to aspects of students’ psychology such as epistemic humility, empathy, and need for cognition.
{"title":"Stranger in a strange land: The role of study abroad in civic virtues","authors":"Jeannie Ngoc Boulware, Yena Kim, Howard Nusbaum, Anne S. Henly","doi":"10.1080/03057240.2022.2139668","DOIUrl":"https://doi.org/10.1080/03057240.2022.2139668","url":null,"abstract":"ABSTRACT What leads people to contribute to public life, to strengthen social cohesion, and work to better society? We investigated how co-curricular aspects of college life relate to social cognitive processes foundational for civic virtues and contribute to their development. We examined one widespread type of co-curricular college experience—studying abroad. When studying abroad, students encounter different social norms and cultures and often interact with others using a non-native language. How does immersion in an unfamiliar society affect psychological capacities, such as epistemic humility and regard for others, that may be central to civic virtues? We compared measures of civic virtues across students who studied abroad, students interested in studying abroad who had not yet had that experience, and students with no interest in studying abroad to understand how differences in civic engagement and civility relate to aspects of students’ psychology such as epistemic humility, empathy, and need for cognition.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"34 - 42"},"PeriodicalIF":1.7,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49574799","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 : 2022-10-21DOI: 10.1080/03057240.2022.2126829
Stacey E. Mcelroy-Heltzel, Don E. Davis, J. Hook, H. Battaly
ABSTRACT Recent studies have suggested that intellectual humility (IH) might facilitate (a) better learning outcomes, (b) more scientific mindedness, and (c) better peer and professional relationships. However, recent philosophical work has raised concerns that too much IH might lead to intellectual servility (IS), and thus might be vicious (albeit not blameworthy) rather than virtuous. We define IS as a disposition to over-own one’s intellectual limitations and disregard one’s intellectual strengths. We begin by outlining the importance of distinguishing IS from IH, noting that marginalized social groups (e.g., students of color) may be at greater risk for developing the vice of IS than the vice of intellectual arrogance. Then, in a sample of 94 racially diverse undergraduate students, we provide evidence that IS may be detrimental in educational contexts. IS was positively related to maladaptive perfectionism, and it was negatively related to civic engagement, conscientiousness, and openness. We conclude by discussing implications for fostering virtuous IH in higher educational settings. Namely, if IH interventions do not correct for the possibility of over-owning limitations, we risk exacerbating IS.
{"title":"Too much of a good thing: Differentiating intellectual humility from servility in higher education","authors":"Stacey E. Mcelroy-Heltzel, Don E. Davis, J. Hook, H. Battaly","doi":"10.1080/03057240.2022.2126829","DOIUrl":"https://doi.org/10.1080/03057240.2022.2126829","url":null,"abstract":"ABSTRACT Recent studies have suggested that intellectual humility (IH) might facilitate (a) better learning outcomes, (b) more scientific mindedness, and (c) better peer and professional relationships. However, recent philosophical work has raised concerns that too much IH might lead to intellectual servility (IS), and thus might be vicious (albeit not blameworthy) rather than virtuous. We define IS as a disposition to over-own one’s intellectual limitations and disregard one’s intellectual strengths. We begin by outlining the importance of distinguishing IS from IH, noting that marginalized social groups (e.g., students of color) may be at greater risk for developing the vice of IS than the vice of intellectual arrogance. Then, in a sample of 94 racially diverse undergraduate students, we provide evidence that IS may be detrimental in educational contexts. IS was positively related to maladaptive perfectionism, and it was negatively related to civic engagement, conscientiousness, and openness. We conclude by discussing implications for fostering virtuous IH in higher educational settings. Namely, if IH interventions do not correct for the possibility of over-owning limitations, we risk exacerbating IS.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"21 - 33"},"PeriodicalIF":1.7,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43233489","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 : 2022-10-17DOI: 10.1080/03057240.2022.2130882
Emerald Henderson
A foundational principle of neo-Aristotelian character education is that virtue can be cultivated, in particular through the emulation of moral role models, such as teachers. Yet despite the pedagogical appeal of role modelling, what emulation involves remains metho-dologically unclear. In this paper, I suggest that part of this ambiguity lies in a category mistake: the misconceptualisation of emulation as a mere emotion, rather than, as I argue, a virtue in its own right. Predominantly composed of virtuous emotion and necessarily entailing virtuous action, I propose a componential account of the virtue of emulation which I synthesise with Aristotle’s theory of “four causes”. Through doing so, I make visible how emulation operates in different ways depending on one’s degree of phronetic development and suggest a new concept— entangled phronesis —as the mechanism underpinning emulation. I then consider what these insights illuminate about role modelling in classroom contexts.
{"title":"The educational salience of emulation as a moral virtue","authors":"Emerald Henderson","doi":"10.1080/03057240.2022.2130882","DOIUrl":"https://doi.org/10.1080/03057240.2022.2130882","url":null,"abstract":"A foundational principle of neo-Aristotelian character education is that virtue can be cultivated, in particular through the emulation of moral role models, such as teachers. Yet despite the pedagogical appeal of role modelling, what emulation involves remains metho-dologically unclear. In this paper, I suggest that part of this ambiguity lies in a category mistake: the misconceptualisation of emulation as a mere emotion, rather than, as I argue, a virtue in its own right. Predominantly composed of virtuous emotion and necessarily entailing virtuous action, I propose a componential account of the virtue of emulation which I synthesise with Aristotle’s theory of “four causes”. Through doing so, I make visible how emulation operates in different ways depending on one’s degree of phronetic development and suggest a new concept— entangled phronesis —as the mechanism underpinning emulation. I then consider what these insights illuminate about role modelling in classroom contexts.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41601729","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 : 2022-10-11DOI: 10.1080/03057240.2022.2109606
L. Brimbal, A. Crossman
ABSTRACT Adults deliver mixed messages to children about the acceptability of truth- and lie-telling across contexts. To probe this discrepancy, we investigated how adults evaluate children’s truths and lies across various situations. Participants watched videos of children telling prosocial lies or hurtful truths that varied in their directness (blunt or subtle) and whether they were polite in nature or protective. They then provided impressions of each child and indicated whether they would reward or punish them. Results revealed a veracity by directness interaction, as blunt truth-tellers were judged most negatively when compared to liars and subtle truth-tellers, but only for polite lies. For protective scenarios, directness was not as influential. Further, participants said they would reward subtle truth-telling most. Results painted a complex picture of how children’s prosocial lies are perceived and likely socialized, highlighting the importance of circumstances and manner in which lies and truths are delivered.
{"title":"Inconvenient truth-tellers: Perceptions of children’s blunt honesty","authors":"L. Brimbal, A. Crossman","doi":"10.1080/03057240.2022.2109606","DOIUrl":"https://doi.org/10.1080/03057240.2022.2109606","url":null,"abstract":"ABSTRACT Adults deliver mixed messages to children about the acceptability of truth- and lie-telling across contexts. To probe this discrepancy, we investigated how adults evaluate children’s truths and lies across various situations. Participants watched videos of children telling prosocial lies or hurtful truths that varied in their directness (blunt or subtle) and whether they were polite in nature or protective. They then provided impressions of each child and indicated whether they would reward or punish them. Results revealed a veracity by directness interaction, as blunt truth-tellers were judged most negatively when compared to liars and subtle truth-tellers, but only for polite lies. For protective scenarios, directness was not as influential. Further, participants said they would reward subtle truth-telling most. Results painted a complex picture of how children’s prosocial lies are perceived and likely socialized, highlighting the importance of circumstances and manner in which lies and truths are delivered.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"275 - 290"},"PeriodicalIF":1.7,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41959627","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 : 2022-10-02DOI: 10.1080/03057240.2022.2132724
Paul Watts, M. Fullard, A. Peterson
ABSTRACT This response to the review of Understanding Character Education: Approaches, Applications and Issues primarily addresses two main criticisms offered by Berkowitz. First, we offer comment on the conceptual definitions of ‘character’ and ‘character education’. We acknowledge the need for greater clarity regarding definitions in the field, explaining how the book’s purpose and intended audience guided the introduction of key terms in Chapter 1. Second, we consider the role of extrinsic motivators within character education approaches. We agree with Berkowitz that intrinsic motivation is central to the acquisition of virtue, but caveat this by suggesting that extrinsic motivators can initially play a facilitatory role.
{"title":"Response to Berkowitz' extended book review: ‘Introducing the complexity of character education: A review of Understanding character education: Approaches, applications and issues’","authors":"Paul Watts, M. Fullard, A. Peterson","doi":"10.1080/03057240.2022.2132724","DOIUrl":"https://doi.org/10.1080/03057240.2022.2132724","url":null,"abstract":"ABSTRACT This response to the review of Understanding Character Education: Approaches, Applications and Issues primarily addresses two main criticisms offered by Berkowitz. First, we offer comment on the conceptual definitions of ‘character’ and ‘character education’. We acknowledge the need for greater clarity regarding definitions in the field, explaining how the book’s purpose and intended audience guided the introduction of key terms in Chapter 1. Second, we consider the role of extrinsic motivators within character education approaches. We agree with Berkowitz that intrinsic motivation is central to the acquisition of virtue, but caveat this by suggesting that extrinsic motivators can initially play a facilitatory role.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"51 1","pages":"595 - 599"},"PeriodicalIF":1.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47462696","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 : 2022-10-02DOI: 10.1080/03057240.2022.2132721
M. Berkowitz
ABSTRACT This extended book review subjects a recent introduction to character education, by Watts, Fullard and Peterson, to critical scrutiny. While questioning some of the framing by the authors of intrinsic versus extrinsic motivation and their specification of the core concept of ‘character’, I conclude that this book both exemplifies the complex challenges of the field and is a useful primer for those wanting to read a broad and useful mapping of the terrain of character education.
{"title":"Introducing the complexity of character education: A review of Understanding character education: Approaches, applications and issues","authors":"M. Berkowitz","doi":"10.1080/03057240.2022.2132721","DOIUrl":"https://doi.org/10.1080/03057240.2022.2132721","url":null,"abstract":"ABSTRACT This extended book review subjects a recent introduction to character education, by Watts, Fullard and Peterson, to critical scrutiny. While questioning some of the framing by the authors of intrinsic versus extrinsic motivation and their specification of the core concept of ‘character’, I conclude that this book both exemplifies the complex challenges of the field and is a useful primer for those wanting to read a broad and useful mapping of the terrain of character education.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"51 1","pages":"589 - 594"},"PeriodicalIF":1.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44414864","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 : 2022-09-30DOI: 10.1080/03057240.2022.2117143
T. Byerly, M. Haggard
ABSTRACT This paper is concerned with the civic significance and cultivation of three constructs that involve different ways of having an expansive and virtuous concern for others. Identification with all humanity involves caring for an expansive domain of others, identifying with humanity generally and not just with one’s ingroup. Others-centeredness involves caring about others to an expansive extent, putting others’ interests ahead of one’s own. Last, the virtues of intellectual dependability involve caring for an expansive range of others’ goods, including their intellectual goods. Our aims are to explain the nature of these traits in further detail, to present evidence of their relationship to certain kinds of civic engagement, and to identify strategies for cultivating them and educating for them.
{"title":"Expansive other-regarding virtues and civic excellence","authors":"T. Byerly, M. Haggard","doi":"10.1080/03057240.2022.2117143","DOIUrl":"https://doi.org/10.1080/03057240.2022.2117143","url":null,"abstract":"ABSTRACT This paper is concerned with the civic significance and cultivation of three constructs that involve different ways of having an expansive and virtuous concern for others. Identification with all humanity involves caring for an expansive domain of others, identifying with humanity generally and not just with one’s ingroup. Others-centeredness involves caring about others to an expansive extent, putting others’ interests ahead of one’s own. Last, the virtues of intellectual dependability involve caring for an expansive range of others’ goods, including their intellectual goods. Our aims are to explain the nature of these traits in further detail, to present evidence of their relationship to certain kinds of civic engagement, and to identify strategies for cultivating them and educating for them.","PeriodicalId":47410,"journal":{"name":"Journal of Moral Education","volume":"52 1","pages":"95 - 107"},"PeriodicalIF":1.7,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46815839","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 : 2022-09-27DOI: 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":"52 1","pages":"43 - 53"},"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":"52 1","pages":"54 - 66"},"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":"52 1","pages":"67 - 82"},"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}
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