This article contains the responses of the author of Aristotelian Character Education (Routledge, 2015), Kristján Kristjánsson, to responses by three commentators, Randall Curren, Daniel Laspley and Christian Miller, published in this same issue of "JME."

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…

In "The Righteous Mind," Jonathan Haidt claims that liberals have a narrower moral outlook than conservatives--they are concerned with fairness and relief of suffering, which Haidt sees as individualistic values, while conservatives care about authority and loyalty too, values concerned with holding society together. I question…

It seems often to have been thought that we need to make some kind of theoretical and/or practical choice between (liberal) moral, social and political conceptions of social order and citizenship focused on principles (rights and/or duties) and (communitarian or other) perspectives focused on virtue and character. This essay argues that no such…

After distinguishing several ways in which the notion of the moral roots of citizenship and citizenship education can be understood, this paper focuses on the question "Is there some underlying attitude that citizens should have towards their fellow citizens?" It argues for respect, rather than love or care, as being the appropriate attitude, in…

School behaviour policies in England have developed in recent years as a direct result of government policy attempting to address issues of poor behaviour in schools, against a background of wider social concerns about anti-social behaviour and loss of respect. Since the 1980s there has been an acceptance that earlier authority-based approaches…

Evaluates efforts to incorporate ethical instruction into schooling through emphasis on citizenship and moral competence. Labels such efforts "moral vocationalism." Suggests that the movement has a weak knowledge base, relies upon behaviorist principles, and is exclusively instrumentalist. Recommends fortifying the approach with…

The importance of motivational beliefs and, more specifically, religion, is identified as central for both citizenship and citizenship education. Whether they take an expressly religious form, or appear in a purportedly more open form, such as faith or world view, beliefs are at the core of human being. The tendency to speak more of shared values…

Asserts that it is commonly thought that moral education in a pluralistic society must be thin; confined to a few shared values. Argues that citizenship in a plural democracy demands a cognitively substantial form of moral education. Maintains that both democratic participation and demands of toleration need a high level of moral understanding.…

Introduces a conversation between Dieter Misgeld and Abraham Magendzo on the topic of human rights education. Provides a brief background on the two discussants, describes the tone of the conversations, and outlines points of agreement and disagreement. (DSK)

Provides a conceptual analysis of the motivation of virtuous behavior. Suggests educational practices which will aid in the development of kind, sincere, just, reliable, and helpful people. (JDH)

Political education focuses on the issues of citizenship, socialism and development, and because this implies a definite stance towards man and society, it can be viewed as moral education in the Tanzanian context. Explores the nature of the political education, its effects, and the problem of indoctrination. (Author)

Transcribes a conversation between Dieter Misgeld and Abraham Magendzo on human rights education. Misgeld envisions a moral climate based on the preservation of human rights while Magendzo articulates a vision of human rights education to produce democratic institutions and moral practice. Both call for a political analysis of moral education.…

Maintains that imaginative philosophical dialogue is an essential and necessary condition to education. Contends that the development of an autonomous person who has the ability to think well and to think for him or herself about matters of importance is essential in a democracy. (Author/JDH)

Reviews the articles appearing in this issue. Points out the relationship between justice and tolerance for minority groups and citizenship education. Cautions against government use of education to discourage critical reflection on societal issues. (CFR)