This is a critical response to the papers by Shusterman, Sartwell, and Stroud. I claim that Shusterman has missed the inter-human moral aesthetics of Confucianism, that Sartwell has misunderstood Taoism's idea of "receptivity," confusing it with anarchist "passivity," and Stroud has not overcome the "Gita's" injunction to sacrifice the self,…

Research on current discourses on educational change in general and teacher education in particular have identified reasons why some teacher education courses fail to connect with trainees. This study sought to investigate factors that underlie pre-service teachers' resistance to an innovative religious and moral education course. A descriptive…

This article suggests three ideas. First, under the pressures of the Ottoman and Iraqi state modernity projects, two types of cultural traditions in Iraq, namely Islam and Arab tribal values, were negotiated and re-negotiated. Second, the concepts of merit based on these values changed over time and were institutionalised in education. Third,…

While increasing attention from academics and the media focuses on the lives of Muslim communities in the west, little attention has so far been given to insiders' own perceptions of their social lives. This paper, borne out of broader research on their perceptions of crime, aims to analyse some internal discourses on moral education. The…

John Dewey and Emile Durkheim are philosophical giants in the field of moral education. This paper compares and contrasts their respective visions for moral education and contextualizes the comparison in the profound intellectual and social changes modernity was casting throughout the world. They were transitional figures that attempted to make…

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…

Issues raised in the previous Journal of Moral Education are given further clarification. These include questions about the nature and purpose of moral education, the nature of morality, the relation of morality to religion and religious education, and how to teach about those subjects. (IS)

Five papers on the relationship of moral education and religious education in the May issue of the Journal of Moral Education are examined and their major points are related to this author's article in the same issue. Agreement is found among the authors, despite superficial disagreement. (Author/IS)

Ponders issue of schools, school prayer, and religion. Shows how a teachable moment can promote moral and societal values without imposing specific views of any particular religion. Argues that religious perspectives can and should be part of the study of art, literature, and history, and that books can be used as literary sources linking religion…

Describes the background and activities of the Poynter Center for the Study of Ethics and American Institutions at Indiana University. Maintains that the center's programs focus on topics such as ethics and the professions, medical ethics, research ethics, and religion and the morality of professions. Provides a list of center publications. (CFR)

Christianity can offer students a great deal of accumulated wisdom and experience not found in other areas and should not be ashamed to put its case forth forcefully. Christians should not abdicate their role to modern sociologists and psychologists, but should emphasize their contributions more strongly. (Author/IS)