I present a new model of the self-regulation of virtue that integrates perspectives on emotion, cognition, and motivation. Across three vignette-based studies in US/UK (N = 1,540), I developed through exploratory and confirmatory factor analysis a multi-item measure of broadening and defensive responses, the Self-Regulation of Virtue Inventory…

Using a theoretical framework combining the sociological concept of habitus and virtue ethics philosophy the article analyses 39 interviews with junior British Army officers and cadets to explore moral character development in the early years. Overall, with a focus on moral character, the article asks how these junior Army officers are exploring…

In a rapidly expanding academic literature on gratitude, psychologists, philosophers and educational theorists have argued that gratitude is not just of great psycho-social importance but also of moral significance. It would therefore seem to follow that the promotion of gratitude is also of moral educational significance. In this regard, recent…

Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15 years of…

Examines the ways that adult narrators address the child reader in fictions written for children in moral education. Analyzes these relationships and considers their pedagogical implications. Specifically considers the personification of children's behavior by animals in these stories and connects this to a shift in the contemporary concept of…

Argues that Ben Spiecker and Jan Steutel's use of the term mental retard is offensive and using either the United Kingdom terminology of learning disabled or the internationally accepted term intellectually disabled are more acceptable. Addresses rights of the learning disabled to sexual freedom. Considers implications of these issues for moral…

Provides an overview of British educational policy concerning moral education. Discusses the development of goals and standards, and problems with implementing these across the educational system. Describes some general goals and approaches around which a moral education curriculum could be built. (MJP)

Maintains that universities have a responsibility to engender "..some sense of minimum universal values" in their students and to influence the adoption and promotion of these values in their lives. Considers ways that a university can accomplish this goal through a code of ethics, innovative management, and the impact of senior teams.…

Forty male and female students, ages 14 and 15, from Algeria and the United Kingdom, were interviewed on two of Kohlberg's moral dilemmas. Results support the prediction that cultural and religious values have an impact on Kohlberg's moral stages. (Author/RM)

Analyzes the confusion in the language of political economy in Great Britain that generates and sustains moral infantilism in the civil polity. Critiques the limits of recent approaches to moral education. Sketches the relationship between the use of interpretative understanding and Jungian insights in support of poetry in moral engagement.…

Explores preferences for different types of moral arguments when thinking about moral dilemmas concerning lesbian and gay issues. Presents data collected from student questionnaires (n=545) at British universities. Shows that respondents do not apply moral reasoning consistently and do not favor human rights reasoning when thinking about…

Asks what relevance the liberal tradition has for post-compulsory education in the contemporary United Kingdom. Explores critiques of the liberal tradition and finds them wanting. Argues that the underpinning values of liberalism, empowerment, and democracy have potential as a framework for developing an accessible post-compulsory system. (DSK)

Proposes a framework for school sex education within a plural society based on three themes: social changes contributing to uncertainty about sexual values in British society, sex education policy changes' impact on claims to moral legitimacy in this area, and initiatives renegotiating a moral consensus on school sex education values. (DSK)