In the post-Kohlbergian era of moral education, a "moral gap" has been identified between moral cognition and moral action. Contemporary moral psychologists lock horns over how this gap might be bridged. The two main contenders for such bridge-building are moral emotions and moral selves. I explore these two options from an Aristotelian…

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education,…

Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.

At the heart of this paper is an exploration of belonging and how this is assumed to connect with a set of values represented as national. There is a particular interest in the relationship between these values and education. Because the significance of the learning that occurs through the public domain outside educational institutions such as…

The article will focus on the implicit values dimension that is evident in research findings concerning quality teaching. Furthermore, it sets out to demonstrate that maximizing the effects of quality teaching requires explicit attention to this values dimension and that this can be achieved through a well-crafted values education program.…

This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative ("3C"). The construct of "3C" education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book "Critical Lessons:…

Elucidates Montaigne's claim that teachers and students should seek to be well-filled and well-formed, showing how this claim represents his philosophy of education, discussing Montaigne's upbringing and hatred of chaos, considering his views of the paths to personhood, and evaluating his essay, "On the Education of Children," illustrating how…

Examines various views of the child, focusing on postmodern subjectivity, discussing: the child as "valuable stranger" and reason's irrational core; the child and the dialect of western reason; and the child, the postmodern subject, and education. It concludes that school as an adult-child intentional community is potentially a space where…

Explores how discursive, political, and cultural aspects define the experience of teacher emotion, comparing Raymond Williams' concept of "structure of feeling" with Foucauldian poststructuralism, especially the notions of discourse analysis and power relations. The paper theorizes about the development and definition of emotional rules in…

Investigates the influence of intellectual and political concerns in James Banks' account of multiculturalism, examining his embrace of and hesitations regarding postmodernism, and suggesting that the reasons for this hesitation lie in the tensions between his civic and moral commitments and the radical and skeptical implications of postmodernist…

Discusses the prevailing way of relating education to social integration, which rests on a thesis of social integration that depends on a foundation of shared societal values, noting that since the 18th century, this thesis has been challenged repeatedly and examining: a tradition of calls for the reformation of manners; society and the education…

Examines how to reconcile constructivist pedagogy that emphasizes free student inquiry and self-correction with the demand that students learn content and inquiry methods required in the discipline-based educational standards, tracing this dilemma to an ambivalent regard for professional knowledge related to the pragmatist epistemology and…

Examines different interpretations and versions of constructivism, highlighting common elements and points of disjuncture; exploring a possible shared intuition; discussing the ways in which constructivist vocabularies have been assimilated into the discourse of professional practice, curriculum development, and related projects; and speculating…

Examines the assessment of work-based learning, noting distinctions between "pure" and "professional" knowledge by offering a genealogy of learning; asserting that the distinction between academic and non-academic learning has become what Dewey termed a false dualism; examining relationships between judgment, activity, practice, and tradition;…

Examines the legal reasoning behind the Yoder and Mozert court cases, which objected to mandatory secondary education and to a required reading series, respectively, discussing why one was granted and the other rejected; asserting that the two cases are essentially similar, turning on the notion of mere exposure as harm; and discussing how the…