When I was invited to edit a special issue of "Education Sciences" on the theme of "Moral education and identity", I saw an opportunity both to gain a better understanding of how scholars across a range of disciplines construed the task of moral education in terms of identity and--I can now confess--to defend the claim that…

This article emerges from an approach to transformative learning where students are challenged to explore taken-for-granted assumptions about their experiences in the world. We outline the 6-Part Story Method (6PSM), which uses abstract images to provide a structured storytelling process that enables reflexive learning. This is documented through…

In European universities, teaching ethics has acquired special relevance with the Bologna Process and changes in curriculum. In Spain, the White Book of the Degree in Information and Documentation incorporates ethics as a specific competence, through the combination of ethical, social, and legal content, as a transversal competence. In this…

While some of Paulo Freire's readers understand his pedagogy as a rejection of any and all directive teaching methods, there are many scholars who do recognise Freire's emphasis on teacher directiveness in its appropriate form. In light of this tension between directiveness and dialogue, it seems that students of Freire must inevitably come to a…

This article is a reply to Matthew Clayton and David Stephens's 2018 article 'What is the point of religious education?' (see EJ1173708). I begin by problematising the 'acceptability requirement' used to justify the authors' conclusions. I then disambiguate the key claim made in the article. If interpreted broadly, as an attack on curricula that…

John White and John Tillson have both raised objections to the theory of moral education I have recently advanced. Here I reply to their objections and offer some critical remarks on the alternative accounts of moral education they propose.

This article is focused on the relevance between Christianity and happiness from a perspective of higher education. To discuss the article systematically, three research questions are addressed. First, what is happiness in the Bible? Second, what are relations between Christianity and happiness from the Biblical standpoint? Last, what is the…

Ryan Woodbury, doctoral student in the developmental psychology program at the University of Notre Dame, and Daniel Lapsley, ACE Collegiate Professor of Psychology and Senior Academic Advisor for the Alliance for Catholic Education at the University of Notre Dame, advance further conversation on how best to prepare educators for the moral work of…

In "Moral-Character Development for Teacher Education," Daniel Lapsley and Ryan Woodbury argue that teacher education licensure and accreditation standards largely ignore matters of values, character, and morality. "The moral-character formation of children," they note, "is the instructional objective that dare not speak…

In this article, John Covaleskie briefly sketches a set of interlocking propositions about democratic education. First, he argues that "democratic life places moral demands on those who hold the office of citizen": democratic citizenship requires a certain degree of particular virtues, where virtue requires the development of both…

Richard Milner, and Lori Delale-O'Connor offer their remarks on Daniel Lapsley & Ryan Woodbury's commentary (available in this v38 n3 2016 issue of "Action in Teacher Education") entitled "Moral Character Development for Teacher Education." They begin the conversation by commenting that Lapsley and Woodbury raise some…

In this article we elaborate on the relationship between morality, moral development, moral education and capitalism. Based on Narvaez's (EJ1111256) correct critique of the Western way of life, which is destroying the environment and may one day lead to extinction of life on Earth, we argue that this critique should not be stripped of its…