There could hardly have been a more influential twentieth-century philosophical essay than Elizabeth Anscombe's 'Modern moral philosophy', in which she condemned the prevailing and competing ethics of duty and utility of her day and urged moral philosophers to abandon the search for any general conception of 'morality' in favour of return to…

In contrast to both behaviourist and cognitive approaches to moral development, neo-Aristotelian virtue ethics has had recent fairly distinctive impact on thought about the practice of moral education. On this view, insofar as moral development is a matter of the cultivation of moral virtues, and virtues are basically qualities of character…

News and media reports indicate that the perceived value of university education is declining amongst students -- one of the indicators being an increase in apprenticeships. As educators, we need to identify the reasons for this and ask ourselves whether we provide holistic education to students. Based on this rationale, this forward-looking and…

The paper discusses Ralph Waldo Emerson's thought in relation to the German "Bildung" tradition. For many, "Bildung" still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic…

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,…

This article will highlight the distinctive role of Cavell in renewing a dawn of American philosophy. Following Emerson's remark, 'the inmost in due time becomes the outmost', Cavell develops his distinctive line of antifoundationalist thought. To show how unique and valuable Cavell's endeavor to resuscitate Emerson's and Thoreau's voice in…

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…

The United Arab Emirates (UAE) is making it a requirement of all schools within the Emirates (both public and private) to follow a programme of moral education (MEP), at all ages from grades 1 to 13, which is designed centrally. Explicitly secular and humanist in its approach, this is a remarkable development in a country where Islam is the…

From the perspective that we live amidst an ecology of violence, we contend that educators should not circumscribe their ethical roles by endorsing the dominant individualistic goals and practices of moral education. To counter a pervading worldview of violence and tolerance for violence, we propose instead that teachers embrace the multifaceted…

Liberal democratic education, as advocated in recent accounts of citizenship education or civic education, is often seen as incompatible with moral education or character education rooted in specific views regarding the virtues. This contrast relies on well established philosophical differences between liberal views of justice and democracy, on…

This study focuses on how moral values differ and vary according to variants such as education, culture, thoughts, religion, gender and family relations. It handles the issue of moral education in Jordan, from the perspective of graduate students in Petra University. Since we are facing new challenges in this era and region of the world, we are…

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…

Teaching in socially just ways and in ways that produce social justice requires the recognition that learners need access to the knowledge deemed valuable by the content domains, even as the knowledge they bring to their learning must not only be recognized but valued. In this review, the author revisits that notion of teaching as the fusion of…

Author challenged Lawrence Kohlberg's theory of moral development with its conjoint moral standards. One's knowledge of the principle of moral justice, he said, does not offer him directives for dealing with specific moral conflicts. (Editor/RK)

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)