The central question addressed in this article is how (moral) values discussions in university courses can be integrated in a systematic way. Discussion of (moral) values is fundamental to the Dublin descriptor about judgement formation in use in European universities. To integrate this descriptor and its (moral) values aspects in university…

This is a story of the intertwining of moral education with religious education in a professional lifetime. It is told episodically. Instead of the purported intellectual respectability of total separation of one from the other, even elimination of one by the other, it favours their mutual critique. It begins with strong sentiment, inspired in…

This article explores the possibilities of reinforcing ethics education at the university level within the context of new internationalisation processes. The situation in Spain is used as a case study. The article begins with a review of the rationale behind this issue and goes on to analyse the place of the ethical dimension in education in the…

The Moral and Social Action Interdisciplinary Colloquium (MOSAIC) is an international multidisciplinary network of scholars working within the fields of the philosophy, psychology and sociology of moral development, moral education and moral thought. MOSAIC runs an annual conference, traditionally in June or July. This conference attracts an…

Martha Nussbaum and others claim that the study of literature can make a significant contribution to political education by nurturing empathic capacities. In Nussbaum's reading of the situation, the need to promote the creation of bonds of compassion-based solidarity between co-citizens provides material for an argument to restore the study of…

Moral education as a concept is very comprehensive in China. It is implemented in two ways, one of which is through subject-based moral education, the other is by means of all kinds of extra-curricular activities. There are three groups of moral educators: teachers of subject-based moral education, Party administrators and class teachers. The…

Describes a high school program that contributed to character education of its students. Notes the program's success is based on teachers encouraging students to take responsibility for their lives, modeling of high character values, using integrated and experiential curriculum, and employing a dialogical perspective on active education. (CAJ)

Reviews the Defining Issues Test and Spheres of Control results of students involved in the pro-choice or pro-life movements. Rates participation of student involvement in on-campus activities. Reveals abortion activists more frequently endorsed moral issues and scored higher on sociopolitical issues. Discusses results based on relationships among…

Examines Jane Elliot's "Blue Eyed, Brown-Eyed" activity. Evaluates this activity as a moral education tool using Michel Foucault's theories of ethical self-formation and care of the self. Argues that creating a moral self requires ongoing judgments about how one responds to the condition of others. (CAJ)

Explores Christian college students views of self and of a Christian God. Discusses differences in views between men and women. Suggests that the Christian liberal arts context nurtures integrated and complex views of the self, but authoritative views of God. Notes authoritative views of God shaped the heavy justice self-ethic. (CAJ)

Describes classrooms and schools as a culture of power that mirror society's unjust social relations. Investigates the questions: (1) is it ever justified to use power to interrupt power?; and (2) does all silencing subjugate? Outlines arguments for and against censorship of teachers who believe that portraying homosexual lifestyles positively…

Addresses Barbara Applebaum's argument that speech acts reproduce power. Argues that Applebaum's focus on utterances and expressions of belief is too narrow because it leaves out silence, particularly about sexual orientation in school curricula. Describes silence as a speech act that promotes harm just as powerfully as other speech acts. (CAJ)

Suggests that sanctions based on emotional well-being or self-esteem are insufficient for motivating moral behavior and ultimately are reduced to hedonism. Argues this is also the case in the hypothetical event that all moral action results in heightened self-esteem and all immoral actions results in lower self-esteem. (CAJ)

Discusses conception of moral formation. Traces progress to moral maturity through well defined stages of cognitive, conative, and/or affective growth. Explains that logical status of developmental theories are not clear. Argues that the accounts are more evaluative than descriptive. Explores the problematic moral educational implications of this…

Investigates the sensitivity to moral issues and the ability to interpret moral situations in a sample of social psychology students (n=50). Explores relationships between initial value priorities measured by the Schwartz Value Survey and moral sensitivity. Discusses results of survey based on age, gender differences, and education level. (CAJ)