Teachers face dilemmas of justice throughout their day that call for ethical decisions. Recent projects have focused on how teachers can be supported in making these decisions. In this paper we draw on practices in philosophy of education and math education to put forth our own method, Interruptions, for supporting teachers with the prosaic…

This study sets out the main points in Leonardo Polo's theory of moral development, which systematically articulates goods, norms, and virtues. To make them easier to understand, each point has been compared with Kohlberg's theory of moral development, which is well known to specialists and radically different to it. We have chosen three aspects…

In this essay Dustin Webster argues that it is not the teaching of academics, but instead contributing to the ethical development of students that allows teachers to flourish in their roles. Engaging in what he calls "ethics education" provides intrinsic value that serves a teacher's flourishing as well as adding instrumental value in…

This article explores the implications for Christian religious education of the theory of moral virtues formulated by Thomas Aquinas and developed by the contemporary Neo-Thomists. The analysis is divided into two parts. The first part introduces Thomistic virtue theory and presents cardinal virtues crucial for Thomistic ethics: prudence, justice,…

Shame, shame management and reintegrative shaming feature in some restorative justice literature, and may have implications for schools. Restorative justice in schools is effective when perpetrators of wrong-doing can accept and take ownership of their wrongful acts, are appropriately remorseful, and seek to make amends. Shame may be understood as…

This article seeks to address the contemporary politics and ethics at work in the teaching of ethics in higher education. It will do so by addressing the stakes inherent in the translation of certain "urgent reformulations" of teaching ethics in a contemporary Asian university, in light of a "demise of politics" due to…

Presenting results from a Norwegian empirical study of student texts and moral education textbooks, this article contributes to the evaluation and development of contextual approaches to moral education. Theoretical perspectives from Seyla Benhabib and Mark Tappan are discussed in the light of empirical data. In particular, while textbooks focus…

Building on organizational justice research, we extended the study of classroom justice to management education. In the first study, we identified the criteria that business students use to define distributive, procedural, and interactional fairness. In a second study, we found that management students' perceptions of both procedural and…

A cosmopolitan ethic invites both an appreciation of the rich diversity of values, traditions and ways of life "and" a commitment to broad, universal principles of human rights that can secure the flourishing of that diversity. Despite the tension between universalism and particularism inherent in this outlook, it has received much…

In meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students'…

Murals tell specific stories, but, because they are created from many specific stories, they also tell a common story, a story of the things that connect people to each other. In this way, muralism is an antidote for the hatred and disconnectedness in society. Moral education is participatory. It is a creative, critical and analytical process.…

Provides a detailed account and critique of all of Lawrence Kohlberg's writings dealing with the seventh stage of his moral development theory. Discusses the uniqueness of stage seven as compared to one through six. Concludes that stages one through six culminate in, but are not lessened by, stage seven. (Author/AEM)

Research on teacher ethics and the moral dimensions of teaching has contributed to extensive and valuable knowledge, which has sometimes led to constructive syntheses of positions. Four research problems which have been elucidated are discussed in this article: the relationship between care and justice, the conflict between the ethics of virtue…

Examines the sages of Israel's teaching on the relationship between ecological responsibility and justice among the world's people. Contends that the sages' conception of a God whose presence and will are manifested in the world offers insight to the contemporary discussion concerning the relationship between the global ecological system and human…

Over 2,000 years ago, Aristotle wrote a treatise on ethics in which he proposed that there were both intellectual and moral virtues to be developed in the human being. Virtue ("aristeia") was roughly equivalent to the English word "excellence" and the unifying virtue that was both a moral and an intellectual virtue was…