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Summary The "Moral Education" umbrella covers a number of loosely-connected topics that span ethics, aesthetics, cognitive science, and history of philosophy. These topics are connected through their interest in people's acquisition of moral judgment capacities and understanding of moral norms. Ethicists tend to focus on the cultivation of virtues and training for moral discrimination. Aestheticians tend to focus on literature's influence on people's moral capacities. Cognitive scientists tend to focus on the developmental trajectory of moral capacities. Contemporary discussions have their origins in the works of Plato and Aristotle and, to a lesser extent, the works of Confucians and other classical Chinese philosophers.  [NOTE: This subcategory is limited to (mostly) theoretical works done by philosophers, setting aside works in education theory and in applied and sociological studies of moral education. Many of these other works can be found in Journal of Moral Education and the category "Philosophy of Education".]
Key works Nussbaum 1990 illuminates how the study of moral education connects ancient philosophy, virtue ethics, particularism, and aesthetics.
Introductions Carroll 2000 surveys the moral education issues at the intersection of moral psychology and aesthetics. Liao & Gendler 2011 outlines connections between philosophical works on moral persuasion and empirical findings from communication studies and other social sciences.
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History/traditions: Moral Education

Contents
420 found
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  1. La importancia de los modelos en la educación moral.Pablo Cristóbal Jiménez Lobeira - manuscript
    La literatura universal muestra cómo resulta mucho más sencillo plasmar ciertos valores en “modelos” o ejemplos humanos que los encarnen. Y es de modelos de ese tipo que los niños - y muy especialmente- los adolescentes de todas las épocas, han tomado el ejemplo y los valores que orientarán su comportamiento durante toda la vida. Por lo menos esa constituye la intuición inicial de este trabajo, que está motivado por buscar hasta qué punto la presentación de modelos puede repercutir eficazmente (...)
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  2. Morality by Tacit Agreement: A Contribution from the Economics of Emotions toward Moral Judgments.Kazuo Kadokawa - manuscript
    Current research on morality is divided into rationalist and intuitionist theories. This study shows that when individuals make rational choices, they are inevitably guided by the moral foundation of intuitionism. Especially to pursue self-interest, individuals must agree with others in society. They must keep their opinions constant to agree with others. To maintain a constant opinion, the individual assigns an opinion that can improve the utility of the other person and place both of them in the same situation. The actions (...)
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  3. Philosophy at the Gym.Erik Kenyon - manuscript
    Ethical philosophy was born in the gyms of Athens. This book returns a body of abstract thought to its original context, to understand how training for the body sparked training for the mind. We will use archaeology to reconstruct the reality of ancient athletics and literary texts to critique philosophers’ idealized versions of this reality. We will explore a cluster of questions about the nature of happiness (eudaimonia), the role of human excellence (arete) in this life and what forms of (...)
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  4. Leading a professional learning community for teacher educators: inquiry into college principals motives and challenges.Maria Gutman - forthcoming - Teacher Development.
    The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The (...)
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  5. The VIA Inventory of Strengths, Positive Youth Development, and Moral Education.Hyemin Han - forthcoming - Journal of Positive Psychology.
    The VIA Inventory of Strengths and the VIA model were originally developed to assess and study 24 character strengths. In this paper, I discuss how the VIA Inventory and its character strength model can be applied to the field of moral education with moral philosophical considerations. First, I review previous factor analysis studies that have consistently reported factors containing candidates for moral virtues, and discuss the systematic structure and organization of VIA character strengths. Second, I discuss several issues related to (...)
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  6. Neuroscience of morality and teacher education.Hyemin Han - forthcoming - In Michael A. Peters, Encyclopedia of Teacher Education. Singapore: Springer.
    Given that teachers become primary fundamental exemplars and models for their students and the students are likely to emulate the presented teachers’ behaviors, it is necessary to consider how to promote teachers’ abilities as potential moral educators during the course of teacher education. To achieve this ultimate aim in teacher education, as argued by moral philosophers, psychologists, and educators, teachers should be able to well understand the mechanisms of moral functioning and how to effectively promote moral development based on evidence. (...)
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  7. Examining Phronesis Models with Evidence from the Neuroscience of Morality Focusing on Brain Networks.Hyemin Han - forthcoming - Topoi:1-13.
    In this paper, I examined whether evidence from the neuroscience of morality supports the standard models of phronesis, i.e., Jubilee and Aretai Centre Models. The standard models explain phronesis as a multifaceted construct based on interaction and coordination among functional components. I reviewed recent neuroscience studies focusing on brain networks associated with morality and their connectivity to examine the validity of the models. Simultaneously, I discussed whether the evidence helps the models address challenges, particularly those from the phronesis eliminativism. Neuroscientific (...)
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  8. Why do We Need to Employ Exemplars in Moral Education? Insights from Recent Advances in Research on Artificial Intelligence.Hyemin Han - forthcoming - Ethics and Behavior.
    In this paper, I examine why moral exemplars are useful and even necessary in moral education despite several critiques from researchers and educators. To support my point, I review recent AI research demonstrating that exemplar-based learning is superior to rule-based learning in model performance in training neural networks, such as large language models. I particularly focus on why education aiming at promoting the development of multifaceted moral functioning can be done effectively by using exemplars, which is similar to exemplar-based learning (...)
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  9. Meta-learning Contributes to Cultivation of Wisdom in Moral Domains: Implications of Recent Artificial Intelligence Research and Educational Considerations.Hyemin Han - forthcoming - International Journal of Ethics Education:1-23.
    Meta-learning is learning to learn, which includes the development of capacities to transfer what people learned in one specific domain to other domains. It facilitates finetuning learning parameters and setting priors for effective and optimal learning in novel contexts and situations. Recent advances in research on artificial intelligence have reported meta-learning is essential in improving and optimizing the performance of trained models across different domains. In this paper, I suggest that meta-learning plays fundamental roles in practical wisdom and its cultivation (...)
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  10. Civic Identity Consisting of Moral and Political Identity among Young Adults.Hyemin Han & Kelsie J. Dawson - forthcoming - Personality and Individual Differences.
    In the present study, we tested whether civic identity consisting of moral and political identity via the bifactor model of civic identity with the Stanford Civic Purpose dataset. Previous research in youth development proposed that civic identity consists of two closely related identity constructs, i.e., moral and political identity. Given the bifactor model in factor analysis assumes the presence of both the general and specific factors, we hypothesized that the bifactor model would better fit the data than conventional alternative models. (...)
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  11. Developmental Level of Moral Judgment Influences Behavioral Patterns during Moral Decision-making.Hyemin Han, Kelsie J. Dawson, Stephen J. Thoma & Andrea L. Glenn - forthcoming - Journal of Experimental Education.
    We developed and tested a behavioral version of the Defining Issues Test-1 revised (DIT-1r), which is a measure of the development of moral judgment. We conducted a behavioral experiment using the behavioral Defining Issues Test (bDIT) to examine the relationship between participants’ moral developmental status, moral competence, and reaction time when making moral judgments. We found that when the judgments were made based on the preferred moral schema, the reaction time for moral judgments was significantly moderated by the moral developmental (...)
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  12. Considerations for Effective Use of Moral Exemplars in Education: Based on the Self-Determination Theory and Data Syntheses.Hyemin Han & Marja Graham - forthcoming - Theory and Research in Education.
    The present study aimed to examine how to improve the effectiveness of moral exemplar-applied interventions based on the pillars of the Self-Determination Theory (SDT) framework, autonomy, competence, and relatedness. Past research has mainly focused on the relatedness and attainability of moral exemplars for predicting motivation outcomes. The data for this study consisted of synthesized data sets from previous studies examining the motivational impacts of distinct moral exemplars and intervention methods. The main syntheses for these data sets used Multilevel Modeling (MLM) (...)
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  13. Moral Identity Predicts the Development of Presence of Meaning during Emerging Adulthood.Hyemin Han, Indrawati Liauw & Ashley Floyd Kuntz - forthcoming - Emerging Adulthood.
    We examined change over time in the relationship between moral identity and presence of meaning during early adulthood. Moral identity refers to a sense of morality and moral values that are central to one’s identity. Presence of meaning refers to the belief that one’s existence has meaning, purpose, and value. Participants responded to questions on moral identity and presence of meaning in their senior year of high school and two years after. Mixed effects model analyses were used to examine how (...)
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  14. Latent Structural Analysis for Measures of Character Strengths: Achieving Adequate Fit.Hyemin Han & Robert E. McGrath - forthcoming - Current Psychology.
    The VIA Classification of Strengths and Virtues is the most commonly used model of positive personality. In this study, we used two methods of model modification to develop models for two measures of the character strengths, the VIA Inventory of Strengths-Revised and the Global Assessment of Character Strengths. The first method consisted of freeing residual covariances based on modification indices until good fit was achieved. The second was residual network modeling (RNM), which frees residual partial correlations while minimizing a function (...)
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  15. Virtue Developmental Emotions.Sabrina B. Little - forthcoming - Journal of Value Inquiry:1-23.
    Aristotle names two emotions that prepare a learner for virtue, which become less critical in the virtuous person. The first is emulation, which incites a learner to imitate the excellences of another. The second is shame. Shame is a means by which someone learns the actions she ought not perform and is motivated to not perform them. This article has two objectives. It examines the role these emotions play in virtue development, as emotional ‘training wheels’ for virtue, and explores how (...)
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  16. On the Improbability of Teaching Controversial Issues in School.Michael S. Merry - forthcoming - In Johannes Drerup, D. Gronostay & Douglas Yacek, Teaching Controversy: The politics and ethics of classroom conflict. Oxford: Oxford University Press.
    In this chapter, I will demonstrate why the ceaseless advocacy for ‘teaching the controversy’ in schools is both naïvely optimistic for what it hopes to accomplish, and ill-advised for what it fails to consider vis-à-vis the conditions necessary for its implementation. It is naïvely optimistic for what it expects of ordinary teachers under the conventional working conditions in most schools. And it is ill-advised because such exercises are only likely to exacerbate – rather than mitigate – tensions in both classrooms (...)
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  17. Il progresso morale. Teorie e prospettive sul cambiamento dei valori.Federico Bina - 2025 - Il Mulino.
  18. Engineering ethics education through a critical view.Cristiano Cordeiro Cruz, Aline Medeiros Ramos & Jie Gao - 2025 - In Shannon Chance, Tom Børsen, Diana Adela Martin, Roland Tormey, Thomas Taro Lennerfors & Gunter Bombaerts, The Routledge international handbook of engineering ethics education. New York, NY: Routledge. pp. 149-164.
    This chapter delves into the intricate relationships among engineering, technology, ethics, and morality, highlighting their interconnected nature as they shape and are shaped by individual and collective human existence. Exploring the profound philosophical and religious underpinnings that underlie ethical and moral contemplation, the chapter also introduces seven distinct ethical systems, emphasizing three non-Western paradigms: South American Buen Vivir, African Ubuntu, and Asian Confucianism. These ethical systems are examined in the context of their implications for technology and engineering. This exposition illuminates (...)
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  19. Deweyan democracy and education in a 'society of broadcasters'.Julian Culp - 2025 - In Michael G. Festl, John Dewey and contemporary challenges to democratic education. London: Routledge, Taylor & Francis Group. pp. 87-104.
    This chapter develops and discusses a Deweyan perspective on the contemporary difficulties of deliberation within the highly fragmented digitized public spheres of liberal democracies. A high level of fragmentation is a key feature of digitized public spheres, as digital technologies like computers, the internet, and social media platforms facilitate the creation of political content, the circumvention of traditional gatekeepers like journalists, and the personalization of access to political debates. As a result, democratic theorists are concerned that the digitized public spheres (...)
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  20. Existential considerations: Review of Kevin Hood Gary (2022) Why boredom matters: Education, leisure, and the quest for a meaningful life. New York, New York: Cambridge University Press. [REVIEW]Daniel Romeyn Davis - 2025 - Journal of Moral Education 55.
    In Why Boredom Matters: Education, Leisure, and the Quest for a Meaningful Life, Kevin Hood Gary challenges us to seriously reflect on the experience of boredom. In his exploration, Gary considers the phenomena of situational and existential boredom as well as the experience of despair. For Gary, these ways of living in the world are a challenge and limitation to authentic human flourishing. The antidote to existential boredom, as he argues, is the art of leisure, which is a focal practice (...)
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  21. Imitating or Emulating? How Exemplar Education Can Avoid Being Indoctrinating.Bart Engelen & Alfred Archer - 2025 - In Eric Yang, Exemplars, Imitation, and Character Formation A Philosophical, Psychological, and Christian Inquiry. Routledge. pp. 41-56.
    Despite renewed interest in the positive role exemplars can play in moral education, exemplar-based education has been criticized as illiberal and indoctrinating. In this chapter, we investigate these worries and show how a specific, twofold approach to exemplar narratives can help avoid them. According to opponents, exemplar education can involve indoctrination and impose specific moral values, since pupils are expected to act in ways that resemble exemplars. Even if pupils are encouraged to pick their own exemplars, this arguably still promotes (...)
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  22. Who’s to (instrumentally) blame? Influenceability vs. reasons-responsiveness.Kristoffer Moody - 2025 - Synthese 205 (4):1-20.
    Blame is typically justified on the basis of retrospective desert. However, an emerging strand of account gives an alternative justification for blame: the forward-looking, or proleptic, effects of that blame in cultivating a desirable form of agency, shared moral considerations responsive agency. These instrumentalist accounts differ as to their grounding conditions: the agential features that licence blame in cases of moral failure. Some accounts advocate grounding such justified blame in terms of whether or not the agent meets the condition of (...)
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  23. Blame: What Is It Good For?Kristoffer Moody & Makan Nojoumian - 2025 - Philosophical Explorations 28 (1):32-50.
    An emerging strand of research claims that blame is justified on the basis of its instrumental role in serving to ‘cultivate’ or ‘scaffold’ moral agency in those to whom it is directed. On these instrumentalist accounts, our actual collective responsiveness to moral considerations is largely explained by the scaffolding or cultivating force of blame as directed at us. We believe that there is some reason to be sceptical of the instrumental role assigned to blame on these accounts. This is because (...)
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  24. Educating for care and virtue development in young children: research approaches in ethics education from the MelArete project.Luigina Mortari (ed.) - 2025 - New York, NY: Routledge.
    This book champions care education in early childhood school contexts, addressing the critical need for an effective and meaningful moral education grounded in Platonic and Aristotelian reflections on virtues, and ultimately positing a theory of ethical education that connects ancient philosophy to contemporary care thinking. Arguing that a care approach to moral education has benefits for interpersonal interaction and significant implications for our collective well-being, this book offers a compelling theory of moral education rooted in care ethics and a virtue (...)
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  25. Debunking Moral Generalism: New Vindications of Moral Particularism.Dominikus Sukristiono - 2025 - Vienna: LIT Verlag.
    In this book, the idea of moral generalism, i.e. morality depends on moral principles, and its arguments are debunked. The author argues that there are no substantive true moral generalizations, and that the existence and provision of such generalizations are not necessary conditions for plausible moral thought, action and education.
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  26. The purposes of engineering ethics education.Qin Zhu, Lavinia Marin, Aline Medeiros Ramos & Satya Sundar Sethy - 2025 - In Shannon Chance, Tom Børsen, Diana Adela Martin, Roland Tormey, Thomas Taro Lennerfors & Gunter Bombaerts, The Routledge international handbook of engineering ethics education. New York, NY: Routledge. pp. 27-43.
    Defining the purposes of engineering ethics education (EEE) is paramount for the engineering education community, and understanding the purposes of EEE can be a catalyst for actively involving students in the learning process. This chapter presents a conceptual framework for systematically describing and comparing various approaches to the purposes of EEE. Such a framework is inherently embedded with a tension between a normative approach and a pragmatic approach regarding the purposes of EEE. The normative approach focuses on what the purposes (...)
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  27. Playing by the Rules: How Social Play Can Explain the Evolution and Development of Normative Agency.Christopher Joseph G. An - 2024 - Dissertation, School of Philosophy, Psychology and Language Sciences, University of Edinburgh
    This thesis aims to make a contribution to a long-standing philosophical puzzle about how normativity fits within a naturalistic ontological view of the world. One specific arena in which this debate plays out, and which this thesis is devoted to, are evolutionary accounts of the emergence of norm-governed (or rule-following) agency. Recent proposals about the evolutionary origins of normativity have converged around the idea that norm-governed action and cognition emerged as an adaptive solution to problems of social cooperation in early (...)
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  28. A Deweyan Critique of the Critical Thinking versus Character Education Debate.Guy Axtell - 2024 - Philosophical Inquiry in Education 31 (2):140-154.
    What distinguishes the philosophies of education advanced by pragmatists? Does pragmatism have something distinctive to offer contemporary philosophy of education? This paper applies these questions, which Randall Curren asks in “Pragmatist Philosophy of Education” (2009), to a more specific current debate in philosophy of education: the debate over educating for critical thinking, and/or for intellectual virtues. Which, if either, should be given priority in higher education, and why? This paper develops a Deweyan approach to these questions, inviting character content but (...)
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  29. Wissen, was gut ist - Moralische Bildung im Spannungsfeld zwischen Manipulation und Beliebigkeit.Dominik Balg - 2024 - Heidelberg: Metzler.
    Was sind die Ziele moralischer Bildung? Angesichts aktueller moralischer Herausforderungen, so ein naheliegender Gedanke, müssen wir zukünftigen Generationen gezielt vermitteln, dass einige Rede- und Verhaltensweisen schlichtweg moralisch problematisch sind, und dass es spezifische moralische Prinzipien gibt, die es zu berücksichtigen gilt. Gleichzeitig provoziert eine solche Überlegung unmittelbar die Sorge, dass es sich bei der Vermittlung spezifischer moralischer Ansichten um eine Form illegitimer Bevormundung handeln würde – sollte es bei moralischer Bildung nicht vielmehr um die Befähigung zur eigenständigen Reflexion moralischer Problemzusammenhänge (...)
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  30. Antiracist Moral and Civic Education.Lawrence Blum - 2024 - In Sheron Fraser-Burgess, Jessica Heybach & Dini Metro-Roland, The Cambridge Handbook of Ethics and Education. Cambridge University Press. pp. 657-675.
    The years since the world-wide demonstrations in the wake of George Floyd’s murder in 2020 have seen a significant embrace of antiracist education as part of moral education, followed by conservative rollback of such efforts. The article discusses both, and is applicable to the further retrenchment in the second Trump administration (in 2025). Antiracist moral and civic education should educate about both interpersonal racism (racism of individuals toward other individuals) and institutional racism (systemic racial injustices). Each of those areas involves (...)
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  31. Scoring Individual Moral Inclination for the CNI Test.Yi Chen, Benjamin Lugu, Wenchao Ma & Hyemin Han - 2024 - Stats 7 (3):894-905.
    Item response theory (IRT) is a modern psychometric framework for estimating respondents’ latent traits (e.g., ability, attitude, and personality) based on their responses to a set of questions in psychological tests. The current study adopted an item response tree (IRTree) method, which combines the tree model with IRT models for handling the sequential process of responding to a test item, to score individual moral inclination for the CNI test—a broadly adopted model for examining humans’ moral decision-making with three parameters generated: (...)
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  32. Psychedelics and Moral Psychology: The Case of Forgiveness.Samir Chopra & Chris Letheby - 2024 - In Chris Letheby & Philip Gerrans, Philosophical Perspectives on Psychedelic Psychiatry. Oxford University Press.
    Several authors have recently suggested that classic psychedelics might be safe and effective agents of moral enhancement. This raises the question: can we learn anything interesting about the nature of moral experience from a close examination of transformative psychedelic experiences? The interdisciplinary enterprise of philosophical psychopathology attempts to learn about the structure and function of the “ordinary” mind by studying the radically altered mind. By analogy, in this chapter we argue that we can gain knowledge about the everyday moral life (...)
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  33. Religion and Religious Education on the Journey to the Ideal Society.Christina Easton - 2024 - Analysis 84 (3):609-621.
    We all want to find a way to live fulfilling lives together in spite of our differences. What beliefs must be held in common if we are to do so? What beliefs must be excluded? And what are the implications for religion’s place in society? Philip Kitcher recognises that our answers to these questions have important implications for education, and he devotes a chapter of 'The Main Enterprise of the World' to the role of religion in education and wider society. (...)
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  34. Roleplaying Game–Based Engineering Ethics Education: Lessons from the Art of Agency.Trystan S. Goetze - 2024 - Proceedings of the 2024 American Society for Engineering Education St. Lawrence Section Annual Conference.
    How do we prepare engineering students to make ethical and responsible decisions in their professional work? This paper presents an approach that enhances engineering students’ engagement with ethical reasoning by simulating decision-making in a complex scenario. The approach has two principal inspirations. The first is Anthony Weston’s scenario-based teaching. Weston’s concept of a scenario is a situation that changes in response to choices made by participants, according to an inner logic. Scenarios can dynamically explore open-ended complex problems without imposing predetermined (...)
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  35. Examining the Network Structure among Moral Functioning Components with Network Analysis.Hyemin Han - 2024 - Personality and Individual Differences 217:112435.
    I explored the association between components constituting the basis for moral and optimal human functioning, i.e., moral reasoning, moral identity, empathy, and purpose, via network analysis. I employed factor scores instead of composite scores that most previous studies used for better accuracy in score estimation in this study. Then, I estimated the network structure among collected variables and centrality indicators. For additional information, the structure and indicators were compared between two groups, participants who engaged in civic activities highly versus lowly. (...)
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  36. Exploring the relationship between purpose and moral psychological indicators.Hyemin Han - 2024 - Ethics and Behavior 34 (1):28-39.
    ABSTRACT In the present study, I explore the relationship between purpose, which was measured by the Claremont Purpose Scale, and moral psychological indicators, moral reasoning, moral identity, and empathy. Purpose was quantified in terms of three subcomponents: meaning, goal, and beyond-the-self motivation. Moral reasoning was assessed in terms of utilization of postconventional moral reasoning. Moral identity was examined with two subscales: moral internalization, and symbolization. Among diverse subscales of empathy, I focused on empathic concern and perspective taking, which have been (...)
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  37. Relatable and attainable moral exemplars as sources for moral elevation and pleasantness.Hyemin Han & Kelsie J. Dawson - 2024 - Journal of Moral Education 53 (1):14-30.
    ABSTRACT In the present study, we examined how the perceived attainability and relatability of moral exemplars predicted moral elevation and pleasantness among both adult and college student participants. Data collected from two experiments were analyzed with Bayesian multilevel modeling to explore which factors significantly predicted outcome variables at the story level. The analysis results demonstrated that the main effect of perceived relatability and the interaction effect between attainability and relatability shall be included in the best prediction model, and thus, were (...)
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  38. Considering the Purposes of Moral Education with Evidence in Neuroscience: Emphasis on Habituation of Virtues and Cultivation of Phronesis.Han Hyemin - 2024 - Ethical Theory and Moral Practice 27 (1):111-128.
    In this paper, findings from research in neuroscience of morality will be reviewed to consider the purposes of moral education. Particularly, I will focus on two main themes in neuroscience, novel neuroimaging and experimental investigations, and Bayesian learning mechanism. First, I will examine how neuroimaging and experimental studies contributed to our understanding of psychological mechanisms associated with moral functioning while addressing methodological concerns. Second, Bayesian learning mechanism will be introduced to acquire insights about how moral learning occurs in human brains. (...)
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  39. Religious Schools.Michael S. Merry - 2024 - In Ritzer George, Wiley-Blackwell Encyclopedia of Sociology. Wiley-Blackwell.
    Over the past 45 years there has been increasing vocal opposition to religious schools, particularly in Western Europe. Only some of this opposition is related to the perception that some religious schools might be excluding the less fortunate. Much of the opposition rests on the conviction that it is no longer tenable to fund and support so many religious schools when the number of persons professing religious belief has sharply declined. This argument, buttressed by the belief that Europe has undergone (...)
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  40. The Manipulationist Threat to moral responsibility.Kristoffer Moody - 2024 - Synthese 204:1-23.
    Standard compatibilist accounts adjudicating when individuals are morally responsible for their actions are predicated on the assumption that individuals will have responsibility for the valuational structure undergirding their actions. However, I will claim that evidence from psychology and social psychology seems to show that manipulation of our valuational structure, far from being esoteric, is more common than we might pre-theoretically think. I call this evidence of manipulation the Manipulationist Threat. Given the Manipulationist Threat, I will argue that the strategies employed (...)
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  41. Modelos de aprendizaje en la transición hacia la complejidad como un desafío a la simplicidad.Jefferson Alexander Moreno-Guaicha, Alexis Mena-Zamora & Levis Zerpa Morloy - 2024 - Sophía: Colección de Filosofía de la Educación 1 (36):69-112.
    Esta investigación se emprende motivada por la necesidad de desentrañar la progresión de los modelos de aprendizaje, los cuales se han ido adaptando para responder a las demandas de la sociedad en su dinámica constante de fluctuación y transformaciones. El objetivo de este trabajo es examinar de forma sistemática la evolución de los modelos de aprendizaje, destacando los cambios paradigmáticos que han favorecido la transición de enfoques de aprendizaje tradicionales hacia propuestas más innovadoras y transdisciplinarias. Para lograrlo, se lleva a (...)
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  42. Internalizing rules.Spencer Paulson - 2024 - Philosophy and Phenomenological Research 109 (2):630-649.
    The aim of this paper is to give an account of what it is to internalize a rule. I claim that internalization is the process of redistributing the burden of instruction from the teacher to the student. The process is complete when instruction is no longer needed, and the rule has reshaped perceptual classification of the circumstances in which it applies. Teaching a rule is the initiation of this process. We internalize rules by simulating instruction coming from someone else. Running (...)
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  43. Inclusivity in the Education of Scientific Imagination.Michael T. Stuart & Hannah Sargeant - 2024 - In E. Hildt, K. Laas, C. Miller & E. Brey, Building Inclusive Ethical Cultures in STEM. Springer Verlag. pp. 267-288.
    Scientists imagine constantly. They do this when generating research problems, designing experiments, interpreting data, troubleshooting, drafting papers and presentations, and giving feedback. But when and how do scientists learn how to use imagination? Across 6 years of ethnographic research, it has been found that advanced career scientists feel comfortable using and discussing imagination, while graduate and undergraduate students of science often do not. In addition, members of marginalized and vulnerable groups tend to express negative views about the strength of their (...)
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  44. Eco-Rational Education An Educational Response to Environmental Crisis.Simone Thornton - 2024 - New York: Routledge.
    Eco-Rational Education proposes an educational response to climate change, environmental degradation, and desctructive human relations to ecology through the delivery of critical land-responsive environmental education. -/- The book argues that education is a powerful vehicle for both social change and cultural reproduction. It proposes that the prioritisation and integration of environmental education across the curriculum is essential to the development of ecologically rational citizens capable of responding to the environmental crisis and an increasingly changing world. Using philosophical analysis, particularly environmental (...)
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  45. Multidisciplinary Humane Perspectives on Education: Educating All for All.Lawrence Ogbo Ugwuanyi (ed.) - 2024 - Cambridge Scholars Publishing.
  46. (1 other version)Honesty: Respect for the Right Not to be Deceived.Sungwoo Um - 2024 - The Journal of Moral Education 53 (2):292-306.
    In this paper, I explore the characteristic reason that motivates a virtuously honest person to perform honest actions. I critically examine previous accounts of honesty’s characteristic motivating reason, including Christian Miller’s pluralistic account, which allows various virtuous motivating reasons to count as honesty’s motivation. I then introduce the respect for the right not to be deceived as the moral ground that characteristically motivates a virtuously honest person’s honest action. After addressing possible objections, I conclude by discussing its educational implications on (...)
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  47. Habituation into Virtue and the Alleged Paradox of Moral Education.Denise Vigani - 2024 - Social Theory and Practice 50 (1):157-178.
    Some philosophers have argued that Aristotle’s view of habituation gives rise to a ‘paradox of moral education.’ The inculcation of habit, they contend, seems antithetical to the cultivation of virtue. I argue that this alleged paradox arises from significant misunderstandings of Aristotle’s view. Habit formation need not be at odds with the development of the kinds of intelligent, reflective capacities required for virtue. Indeed, Aristotle seems right to insist on an important role for habit in the cultivation of virtue. I (...)
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  48. "Fear the Old Blood." Bloodborne, Christian Concepts of Communion, and Theological Reflection.Ed Watson - 2024 - Gamevironments 20:169-178.
    What might it mean to read video games as a source for critical theological reflection? This project explores the extent to which FromSoftware’s 2015 classic Bloodborne can be read in just this way for at least two reasons. Firstly, the game makes visible foundational but often taken-for-granted Christian themes, as well as their internal paradoxes. Secondly, Bloodborne’s gameplay is structured through these themes in ways that invite the player to take on a mode of theological reflection which allows them to (...)
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  49. Role Modeling is Beneficial in Moral Character Education: A Commentary on Carr (2023).Nafsika Athanassoulis & Hyemin Han - 2023 - Philosophical Inquiry in Education 30 (3):240-243.
  50. An intense calling: how ethics is essential to education.Jesse Bazzul - 2023 - London: University of Toronto Press.
    Positing that education is a movement from one way of being to another more desirable one, An Intense Calling argues that ethics should be the prime focus for the field of education. The book locates ethics, education, and justice in human subjectivity and describes education as a necessary practice for ethical reflexivity, change, and becoming (ethically) different. It also situates ethics as something that exceeds subjectivity thereby engaging ethics as a material phenomenon through topics such as aesthetics and solidarity with (...)
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