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About this topic
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.
Related categories
Siblings:See also:History/traditions: Moral Education

305 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. 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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  3. How to Deal with Kant's Racism—In and Out of the Classroom.Victor Fabian Abundez-Guerra - forthcoming - Teaching Philosophy.
    The question of how we should engage with a philosopher’s racial thought is of particular importance when considering Kant, who can be viewed as particularly representative of Enlightenment philosophy. In this article I argue that we should take a stance of deep acknowledgment when considering Kant’s work both inside and outside the classroom. Taking a stance of deep acknowledgment should be understood as 1) taking Kant’s racial thought to be reflective of his moral character, 2) Kant being accountable for his (...)
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  4. When Gig Workers Become Essential: Leveraging Customer Moral Self-Awareness Beyond COVID-19.Julian Friedland - forthcoming - Business Horizons 66.
    The COVID-19 pandemic has intensified the extent to which economies in the developed and developing world rely on gig workers to perform essential tasks such as health care, personal transport, food and package delivery, and ad hoc tasking services. As a result, workers who provide such services are no longer perceived as mere low-skilled laborers, but as essential workers who fulfill a crucial role in society. The newly elevated moral and economic status of these workers increases consumer demand for corporate (...)
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  5. 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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  6. 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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  7. Exploring the Relationship Between Purpose and Moral Psychological Indicators.Hyemin Han - forthcoming - Ethics and Behavior.
    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 term 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 reported (...)
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  8. Neuroscience of Morality and Teacher Education.Hyemin Han - forthcoming - In Michael A. Peters (ed.), 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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  9. 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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  10. Exploring the Association Between Character Strengths and Moral Functioning.Hyemin Han, Kelsie J. Dawson, David I. Walker, Nghi Nguyen & Youn-Jeng Choi - forthcoming - Ethics and Behavior:1-18.
    We explored the relationship between 24 character strengths measured by the Global Assessment of Character Strengths (GACS), which was revised from the original VIA instrument, and moral functioning comprising postconventional moral reasoning, empathic traits and moral identity. Bayesian Model Averaging (BMA) was employed to explore the best models, which were more parsimonious than full regression models estimated through frequentist regression, predicting moral functioning indicators with the 24 candidate character strength predictors. Our exploration was conducted with a dataset collected from 666 (...)
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  11. 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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  12. 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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  13. An Investigation of the Divergences and Convergences of Trait Empathy Across Two Cultures.Paria Yaghoubi Jami, Behzad Mansouri, Stephen J. Thoma & Hyemin Han - forthcoming - Journal of Moral Education:1-16.
    The extent to which individuals with a variety of cultural backgrounds differ in empathic responsiveness is unknown. This paper describes the differences in trait empathy in one independent and one interdependent society (i.e., United States and Iran respectively). The analysis of data collected from self-reported questionnaires answered by 326 adults indicated a significant difference in the cognitive component of empathy concerning participants’ affiliation to either egocentric or socio-centric society: Iranian participants with interdependent cultural norms, reported higher cognitive empathy compared to (...)
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  14. The Primacy of Hope in Human Flourishing.Anne Jeffrey & Krista Mehari - forthcoming - The Monist.
    We advance an argument that the virtue of hope holds pride of place in development of psychological traits that promote one’s flourishing. We define hope, the virtue, as the disposition to envision future good possibilities for oneself and one’s community and to move towards those possibilities. Our argument is partly theoretical and partly empirical. On the theoretical side, we show that hope is not simply one virtue among many, but rather, hope is a necessary condition for the development of other (...)
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  15. Moral Exemplarism as a Powerful Indoctrinating Tool.Alkis Kotsonis - forthcoming - Journal of Value Inquiry:1-13.
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  16. Democratic Deliberation in the Absence of Integration.Michael Merry - forthcoming - In Johannes Drerup, Douglas Yacek & Julian Culp (eds.), The Cambridge Handbook of Democratic Education. Cambridge: Cambridge.
    In order for democratic deliberative interactions in educational settings to fruitfully occur, certain favorable conditions must obtain. In this chapter I chiefly concern myself with one of these putative conditions, namely that of school integration, believed by many liberal scholars to be necessary for consensus-building and legitimate decision-making. I provide a critical assessment of the belief that integration is a necessary facilitative condition for democratic deliberation in the classroom. I demonstrate that liberal versions of democratic deliberation predicated on this condition (...)
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  17. Ethics and Imagination.Joy Shim & Shen-yi Liao - forthcoming - In James Harold (ed.), The Oxford Handbook of Ethics and Art. Oxford University Press.
    In this chapter, we identify and present predominant debates at the intersection of ethics and imagination. We begin by examining issues on whether our imagination can be constrained by ethical considerations, such as the moral evaluation of imagination, the potential for morality’s constraining our imaginative abilities, and the possibility of moral norms’ governing our imaginings. Then, we present accounts that posit imagination’s integral role in cultivating ethical lives, both through engagements with narrative artworks and in reality. Our final topic of (...)
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  18. Wrongful Influence in Educational Contexts.John Tillson - forthcoming - In Kathryn Hytten (ed.), Oxford Encyclopedia of Philosophy of Education. Oxford, UK: Oxford University Press.
    When and why are coercion, indoctrination, manipulation, deception, and bullshit morally wrongful modes of influence in the context of educating children? Answering this question requires identifying what valid claims different parties have against one another regarding how children are influenced. Most prominently among these, it requires discerning what claims children have regarding whether and how they and their peers are influenced, and against whom they have these claims. The claims they have are grounded in the weighty interests they each equally (...)
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  19. Responding to Climate Change ‘Controversy’ in Schools: Philosophy for Children, Place-Responsive Pedagogies & Critical Indigenous Pedagogy.Jennifer Bleazby, Simone Thornton, Gilbert Burgh & Mary Graham - 2022 - Educational Philosophy and Theory 55.
    Despite the scientific consensus, climate change continues to be socially and politically controversial. Consequently, teachers may worry about accusations of political indoctrination if they teach climate change in their classrooms. Research shows that many teachers are using the ‘teaching the controversy’ approach to teach climate change, essentially allowing students to make up their own mind about climate change. Drawing on some philosophical literature about indoctrination and controversial issues, we argue that such an approach is inappropriate and, given the escalating crisis (...)
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  20. ‘Someone’ Versus ‘Something’: A Reflection on Transhumanist Values in Light of Education.Tomas Bokedal, Solveig Magnus Reindal, Svein Rise & Stein M. Wivestad - 2022 - Journal of Philosophy of Education 56 (2):227-237.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 227-237, April 2022.
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  21. Reflection and Synthesis: How Moral Agents Learn and Moral Cultures Evolve.Joanna Burch-Brown - 2022 - Journal of Philosophy of Education 55 (6):935-948.
    Journal of Philosophy of Education, Volume 55, Issue 6, Page 935-948, December 2021.
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  22. Da Filosofia da Educação na Arte Cinematográfica entre Foucault e Arendt em Liam, Nietzsche em Sociedade dos Poetas Mortos e Deleuze e Guattari em Instituto Benjamenta.Luiz Carlos Mariano da Rosa - 2022 - Seattle, Washington (USA) & Sao Paulo, Sao Paulo (Brazil): Mariano Da Rosa Academic Editions.
    Baseado no filme “Liam” (2000) e nas implicações ideológicas do processo formativo-educacional no âmbito do totalitarismo, o Professor-Pesquisador Luiz Carlos Mariano Da Rosa, no Capítulo 1 (Da educação no totalitarismo no filme Liam: a escola como “instituição disciplinar” em Foucault e o exercício de educar como introdução de novos seres humanos no mundo em Arendt), analisa a escola como “instituição disciplinar” através da perspectiva de Michel Foucault em uma construção que tende à “fabricação” dos indivíduos enquanto “indivíduos-objetos” e “indivíduos-instrumentos”, convergindo (...)
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  23. A Kantian Approach to Education for Moral Sensitivity.Paul Formosa - 2022 - Journal of Philosophy of Education 55 (6):1017-1028.
    An important aspect of moral expertise is moral sensitivity, which is the ability to be sensitive to the presence of morally salient features in a context. This requires being able to see and acquire the morally relevant information, as well as organise and interpret it, so that you can undertake the related work of moral judgement, focus (or motivation) and action. As a distinct but interrelated component of ethical expertise, moral sensitivity can and must be trained and educated. However, despite (...)
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  24. Improved Model Exploration for the Relationship Between Moral Foundations and Moral Judgment Development Using Bayesian Model Averaging.Hyemin Han & Kelsie J. Dawson - 2022 - Journal of Moral Education 51 (2):204-218.
    Although some previous studies have investigated the relationship between moral foundations and moral judgment development, the methods used have not been able to fully explore the relationship. In the present study, we used Bayesian Model Averaging (BMA) in order to address the limitations in traditional regression methods that have been used previously. Results showed consistency with previous findings that binding foundations are negatively correlated with post-conventional moral reasoning and positively correlated with maintaining norms and personal interest schemas. In addition to (...)
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  25. Which Moral Exemplars Inspire Prosociality?Hyemin han, Clifford Ian Workman, Joshua May, Payton Scholtens, Kelsie J. Dawson, Andrea L. Glenn & Peter Meindl - 2022 - Philosophical Psychology 35 (7):943-970.
    Some stories of moral exemplars motivate us to emulate their admirable attitudes and behaviors, but why do some exemplars motivate us more than others? We systematically studied how motivation to emulate is influenced by the similarity between a reader and an exemplar in social or cultural background (Relatability) and how personally costly or demanding the exemplar’s actions are (Attainability). Study 1 found that university students reported more inspiration and related feelings after reading true stories about the good deeds of a (...)
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  26. Learning to Read: A Problem for Adam Smith and a Solution From Jane Austen.Lauren Kopajtic - 2022 - In Fictional Worlds and Philosophical Reflection. pp. 49-78.
    What might Adam Smith have learned from Jane Austen and other novelists of his moment? This paper finds and examines a serious problem at the center of Adam Smith’s moral psychology, stemming from an unacknowledged tension between the effort of the spectator to sympathize with the feelings of the agent and that of the agent to moderate her feelings. The agent’s efforts will result in her opacity to spectators, blocking their attempts to read her emotions. I argue that we can (...)
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  27. Virtue Developmental Considerations of Mindfulness.Sabrina B. Little - 2022 - Journal of Moral Education 51 (4):573-588.
    ABSTRACT Mindfulness is an umbrella term for a set of practices and strategies related to attention and non-critical awareness of our thoughts. Mindfulness is currently having a moment in popular culture and in clinical psychology for its many perceived benefits. However, there are reasons to worry about whether certain commitments and strategies of mindfulness might conflict with long-term progress in character development. This article places mindfulness in conversation with developmental considerations of virtue, asking how mindfulness practices might impact the various (...)
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  28. Critical Thinking and Epistemic Injustice: An Essay in Epistemology of Education.Alessia Marabini - 2022 - Cham, Switzerland: Springer.
    This book argues that the mainstream view and practice of critical thinking in education mirrors a reductive and reified conception of competences that ultimately leads to forms of epistemic injustice in assessment. It defends an alternative view of critical thinking as a competence that is normative in nature rather than reified and reductive. This book contends that critical thinking competence should be at the heart of learning how to learn, but that much depends on how we understand critical thinking. It (...)
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  29. DO PROCESSO FORMATIVO-EDUCACIONAL ENQUANTO AFIRMAÇÃO DAS FORÇAS DA VIDA SEGUNDO NIETZSCHE E A CORRELAÇÃO ENVOLVENDO ARTE E FILOSOFIA NO FILME “SOCIEDADE DOS POETAS MORTOS”.Luiz Carlos Mariano da Rosa - 2022 - Revista de Educação Pública 31 (1):1-24.
    Baseado no filme “Sociedade dos Poetas Mortos”, o artigo assinala o impacto na escola Welton dos novos métodos de ensino e aprendizagem do professor John Keating, que sublinha o sentido e o valor da vida, defendendo o cultivo de si e o conhecimento enquanto afirmação das forças da vida. Dessa forma, fundado na crítica de Nietzsche à “cultura histórica” e à questão envolvendo os professores de filosofia - filósofos ou servidores da “história”? -, o artigo propõe a superação da redução (...)
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  30. Da Educação enquanto Afirmação da Vida entre a Arte e a Filosofia segundo Nietzsche no Filme “Sociedade dos Poetas Mortos”.Luiz Carlos Mariano Da Rosa - 2022 - Griot 22 (2):121-138.
    Baseado no filme “Sociedade dos Poetas Mortos” (1989), o artigo assinala o caos instaurado no âmbito da escola tradicional norte-americana Welton através do trabalho do professor John Keating na instauração de novos métodos de ensino e aprendizagem para a literatura, na medida em que tende a fomentar o questionamento acerca do sentido e do valor da vida e o cultivo de si como possibilidade de produção de um conteúdo novo e extemporâneo e o conhecimento enquanto afirmação das forças da vida. (...)
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  31. Do processo formativo-educacional no filme Instituto Benjamenta e a superação da imagem ortodoxa, dogmática, pré-filosófica, natural e moral do pensamento em Deleuze e Guattari.Luiz Carlos Mariano da Rosa - 2022 - DEVIR EDUCAÇÃO 6 (1):1-28.
    Baseado na perspectiva da geofilosofia de Deleuze e Guattari em um processo que se sobrepõe à relação envolvendo sujeito e objeto enquanto fronteira do pensamento e que implica o pensamento como desdobramento de uma violência e as formações genealógicas do saber, o artigo se detém na análise do paradoxal mundo do Instituto Benjamenta em uma construção fílmica adaptada do romance Jakob von Gunten, de Robert Walser, que encerra um movimento que traz como conteúdo a matéria que se impõe ao caos (...)
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  32. Moral Sensitivity: The Central Question of Moral Education.Roger Marples - 2022 - Journal of Philosophy of Education 56 (2):342-355.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 342-355, April 2022.
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  33. The Neuroscience of Moral Judgment: Empirical and Philosophical Developments.Joshua May, Clifford I. Workman, Julia Haas & Hyemin Han - 2022 - In Felipe De Brigard & Walter Sinnott-Armstrong (eds.), Neuroscience and Philosophy. Cambridge, USA: MIT Press. pp. 17-47.
    We chart how neuroscience and philosophy have together advanced our understanding of moral judgment with implications for when it goes well or poorly. The field initially focused on brain areas associated with reason versus emotion in the moral evaluations of sacrificial dilemmas. But new threads of research have studied a wider range of moral evaluations and how they relate to models of brain development and learning. By weaving these threads together, we are developing a better understanding of the neurobiology of (...)
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  34. Is burgerschapsvorming een legitieme taak van de school?Michael Merry - 2022 - Knack.
    Het idee dat burgerschapsonderwijs noodzakelijkerwijs democratisch is omdat ze door een democratische staat wordt georganiseerd, is een bedenkelijke assumptie. Veronderstellen dat goed burgerschap overigens beperkt kan blijven tot een reeks van ‘meetbare’ kenniscomponenten (bv. kennis van presidenten, koningen), overtuigingen (bv., ‘er zijn mensenrechten’) en ‘competenties’ (bv. ‘kunnen omgaan met meningsverschillen’) is niet enkel een karikatuur maken van de democratie zelf, maar getuigt evenzeer van een democratisch paternalisme.
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  35. The Soul-Turning Metaphor in Plato’s Republic Book 7.Damien Storey - 2022 - Classical Philology 177 (3):525-542.
    This paper examines the soul-turning metaphor in Book 7 of Plato’s Republic. It argues that the failure to find a consistent reading of how the metaphor is used has contributed to a number of long-standing disagreements, especially concerning the more famous metaphor with which it is intertwined, the Cave allegory. A full reading of the metaphor, as it occurs throughout Book 7, is offered, with particularly close attention to what is one of the most difficult and stubbornly divisive passages in (...)
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  36. Human Nature, Reason and Morality.David Bakhurst - 2021 - Journal of Philosophy of Education 55 (6):1029-1044.
    Journal of Philosophy of Education, EarlyView.
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  37. On Trying Too Hard: A Kantian Interpretation of Misguided Moral Striving.Mavis Biss - 2021 - Journal of Philosophy of Education 55 (6):966-976.
    Journal of Philosophy of Education, EarlyView.
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  38. Teaching Ethics Through Literature: Igniting the Global Imagination.Suzanne S. Choo - 2021 - New York, NY: Routledge.
    Teaching Ethics through Literature provides in-depth understanding of a new and exciting shift in the fields of English education, Literature, Language Arts, and Literacy through exploring their connections with ethics. The book pioneers an approach to integrating ethics in the teaching of Literature. This has become increasingly relevant and necessary in our globally connected age. A key feature of the book is its integration of theory and practice. It begins with a historical survey of the emergence of the ethical turn (...)
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  39. Virtue Science and Productive Neutrality: Review of Wright, J. C., Warren, M., & Snow, N. Understanding Virtue[REVIEW]Bradford Cokelet - 2021 - Journal of Moral Education 51 (1):104-110.
    In this wise and creative book, Wright, Warren, and Snow propose a path-breaking interdisciplinary research program that promises to ground a mature science of moral virtue. Their theoretical framework and ideas for measurement are designed to guide psychologists as they study the individual traits that people have, the ways that traits interact or conflict, and the ways they change over time. While lauding the authors’ impressive achievements, I criticize the contentious Aristotelian assumptions they build into their program. I argue that (...)
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  40. Da autoformação no processo educacional entre a conformação e a autotransformação: Do jogo sociocultural e a inter-relação envolvendo modus vivendi e modus essendi.Luiz Carlos Mariano Da Rosa - 2021 - São Paulo, SP, Brasil: PZP - Politikón Zôon Publicações.
    Recuperando a noção de Paidéia, legado grego, a pesquisa em questão, detendo-se nos indícios do ideal da autoformação, para cujas fronteiras converge o contexto sociocultural da atualidade, discorre sobre o processo pedagógico que, imbricado em uma rede de relações que envolve as formas simbólicas mediante as quais o homem constrói o mundo, estruturalizando a realidade, se movimenta, no decorrer da história, oscilando entre a tendência que ora prioriza a formação individual, ora absolutiza o aspecto social, objetos de investigação no Capítulo (...)
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  41. DA EDUCAÇÃO ENTRE UM NIILISMO RADICAL E UMA “VONTADE DE ARTE” NO FILME INSTITUTO BENJAMENTA E A SUPERAÇÃO DAS IMAGENS DOGMÁTICAS DO PENSAMENTO EM DELEUZE E GUATTARI.Luiz Carlos Mariano da Rosa - 2021 - Revista SCIAS Arte/Educação 2 (10):p. 51-79.
    Baseado na perspectiva da geofilosofia de Deleuze e Guattari em um processo que se sobrepõe à relação envolvendo sujeito e objeto enquanto fronteira do pensamento e que implica o pensamento como desdobramento de uma violência e as formações genealógicas do saber, o artigo se detém na análise do paradoxal mundo do Instituto Benjamenta (1995) em uma construção fílmica adaptada do romance Jakob von Gunten, de Robert Walser, que encerra um movimento que traz como conteúdo a matéria que se impõe ao (...)
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  42. The Kantian Origins of Sergei Rubinstein's Theory of Moral Improvement.Nina A. Dmitrieva - 2021 - Journal of Philosophy of Education 55 (6):1126-1141.
    Journal of Philosophy of Education, EarlyView.
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  43. Discipline and the Cultivation of Autonomy in Immanuel Kant and Maria Montessori.Patrick R. Frierson - 2021 - Journal of Philosophy of Education 55 (6):1097-1111.
  44. Fictional Worlds and the Moral Imagination.Garry L. Hagberg (ed.) - 2021 - Palgrave-Macmillan.
    This edited collection investigates the kinds of moral reflection we can undertake within the imaginative worlds of literature. In philosophical contexts of ethical inquiry we can too easily forget that literary experience can play an important role in the cultivation of our ethical sensibilities. Because our ethical lives are conducted in the real world, fictional representations of this world can appear removed from ethical contemplation. However, as this stimulating volume shows, the dichotomy between fact and fiction cannot be so easily (...)
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  45. Public Value, Psychology, and Neuroscience.Hyemin Han - 2021 - Journal of Public Value 1:23-32.
    Research on public value is inevitable interdisciplinary in its nature due to its aim and purpose. Both philosophical and empirical approaches are necessary to conduct such research in a successful manner. In the present paper, I intend to discuss the importance of empirical approaches in research on public values, particularly psychological and neuroscientific approaches with concrete examples. I proposed that such empirical approaches are essential in better understanding the processes and mechanisms associated with how people address issues engaging in public (...)
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  46. Kierkegaard, Mimesis, and Modernity: A Study of Imitation, Existence, and Affect.Wojciech Kaftanski - 2021 - Routledge.
    This book challenges the widespread view of Kierkegaard’s idiosyncratic and predominantly religious position on mimesis. -/- Taking mimesis as a crucial conceptual point of reference in reading Kierkegaard, this book offers a nuanced understanding of the relation between aesthetics and religion in his thought. Kaftanski shows how Kierkegaard's dialectical-existential reading of mimesis interlaces aesthetic and religious themes, including the familiar core concepts of imitation, repetition, and admiration as well as the newly arisen notions of affectivity, contagion, and crowd behavior. Kierkegaard’s (...)
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  47. Cultivating Disgust: Prospects and Moral Implications.Charlie Kurth - 2021 - Emotion Review 13 (2):101-112.
    Is disgust morally valuable? The answer to that question turns, in large part, on what we can do to shape disgust for the better. But this cultivation question has received surprisingly little attention in philosophical debates. To address this deficiency, this article examines empirical work on disgust and emotion regulation. This research reveals that while we can exert some control over how we experience disgust, there’s little we can do to substantively change it at a more fundamental level. These empirical (...)
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  48. Talking about Good Deeds: Elaborative Discourse and Moral Virtue.Sabrina Little - 2021 - Journal of Value Inquiry 55 (4):725-743.
  49. The Graded Engagement Model of Admiration.Sabrina Little - 2021 - Theory and Research in Education 2021:1-26.
    Admiration is often described as having a singular motivational profile – the disposition to imitate. This article provides a developmental assessment of admiration’s action-potential, proposing a series of stages between (1) naïve imitation, a basic mimetic impulse, and (2) non-imitative virtuous actions. The process is marked by an increasing ability to represent the actions and desires of another, becoming the middle term between the learner and the exemplar. This developmental assessment is necessary because the leading accounts of moral development today (...)
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  50. The Trivium: Revisiting Ancient Strategies for Character Formation.Sabrina Little - 2021 - Journal of Character Education 1 (17).
    R.S. Peters coined the term the “paradox of moral education” to describe the I apply the resources of the classical tradition—poetry and gymnastics, the trivium, and the quadrivium—to examine recent strategies for character formation involving aretaic exemplars. I think there is forgotten wisdom here. We have a map of a productive pedagogical sequence of mixed methods in virtue education. For example, stories are paired with physical training. Virtue concept-learning comes next, and strategies involving imitation are adjusted as a student grows. (...)
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