Peter Gardner; The Paradox of Moral Education: a reassessment, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 39–48, https://doi.org.

Peter Gardner; The Paradox of Moral Education: a reassessment, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 39–48, https://doi.org.

Peter Gardner; On Some Paradoxes in Moral Education, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 65–76, https://doi.org/10.1111/j.

Peter Gardner; On Some Paradoxes in Moral Education, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 65–76, https://doi.org/10.1111/j.

Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, (...) that it is not uncommon that the value of human beings has to do with their price in, inter alia, their social, cultural, political and economic settings throughout the world. He argues that such a focus does not necessarily draw attention to the inner dignity of human beings, but that human beings ought to do so in education and society at large. Lia Mollvik discusses views of inner and outer dignity, and argues that there needs to be a balance in between them, and that the balance ought to be acknowledged in education. Rama Alshoufani discusses the classification of human beings in terms of various diagnoses related to the asserted dysfunction of the brain, and she argues that such classification does paradoxically not necessarily respect people with such diagnoses as ends in themselves. On the contrary, she argues that their inner dignity is not respected, but that it should be. Other such failures are due to the lack of inner dignity when it comes to Children’s rights as discussed by Rebecca Adami, and to the lack of recognition of human beings’ vulnerability as discussed by Katy Dineen. Fariba Majlesi criticizes a too strong emphasis on substantive notions of humanist education, which seem to hinder new ways of thinking; she argues that it is necessary to acknowledge the latter in and through education in order to preserve the dignity of human beings. Dignity, it is argued throughout the paper, has an inner moral worth, and is beyond price. (shrink)

Ludwig Wittgenstein was a reclusive and enigmatic philosopher, writing his most significant work off campus in remote locations. He also held a chair in the Philosophy Department at Cambridge, and is one of the university’s most recognized even if, as Ray Monk says, ‘reluctant professors’ of philosophy. Paradoxically, although Wittgenstein often showed contempt for the atmosphere at Cambridge and for academic philosophy in particular, it is hard to conceive of him making his significant contributions without considerable support from his academic (...) colleagues, his research fellowship and later teaching career at Cambridge. It is this conflicted relationship we explore, between the revolutionary thinker and his base within an educational institution. Starting from a brief biographical sketch of Wittgenstein’s academic life at Cambridge, including his involvement as a student and faculty member in the Moral Sciences Club, we look at how he reconceived the role of philosophy throughout this... (shrink)

This chapter contains sections titled: Peters' Paradox of Moral Education The Neglect of Peters on Moral Education Peters the Rationalist Peters the Virtue Theorist Is it Paradoxical to Combine Aristotle and Kohlberg? Is it Paradoxical to Combine Virtues with Rules? Peters and Care Ethics Conclusion: Peters the Pluralist Notes References.

This article examines the work of R. S. Peters on moral development and moral education, as represented in his papers collected under that name, pointing out that these writings have been relatively neglected. It approaches these writings through the lens of the ‘familiar story’ that philosophical work on this topic switched during, roughly, the 1980s from an emphasis on rational principles to an emphasis on virtues and care. Starting from what Peters called ‘the paradox of (...) class='Hi'>moral education’—roughly, that a rational morality must be developed in part through habit—the article discusses not only Peters' rational morality of principles and rules but also elements of his thought concerning virtues and care. Running through the discussion is the question of whether Peters, in drawing for instance on Aristotle as well as Kohlberg, is attempting to combine incompatible ideas. Against this, it is suggested that in reading Peters now we can learn from his explicit claim that we need a pluralistic, not a monolithic, approach to moral development and moral education. (shrink)

It would be interesting to speculate why particular lines of enquiry flourish and fade. The study of ‘character’ is a case in point. In the '20s and early '30s the study of ‘character’ was quite a flourishing branch of psychology. It then came to an abrupt halt and, until recent times, there has been almost nothing in the literature on the subject. Perhaps it was the notorious Hartshorne and May Character Education Enquiry, and the inferences that were mistakenly drawn (...) from it, that killed it; perhaps it was the pre-occupation with something more general and amorphous called ‘personality’; perhaps it was the mixture of metaphysics and methodological neurosis centred around the rat. Who knows? Anyway, the study of character is very much with us again as is revealed not merely by Riesman's Lonely Crowd but also by the recent study by Peck and Havighurst called The Psychology of Character Development . The British Journal of Educational Psychology has also, for some time, been running a symposium on The Development of Moral Values in Children. (shrink)

Peter J Arnold; Sport, Moral Education and the Development of Character, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 275–281, htt.

Social movements are using education to generate critical consciousness regarding the social and environmental unsustainability of the current food system, and advocate for agroecological production. In this article, we explore results from a cross-case analysis of six social movements that are using education as a strategy to advance food sovereignty. We conducted participatory research with diverse rural and urban social movements in the United States, Brazil, Cuba, Bolivia, and Mexico, which are each educating for food sovereignty. We synthesize (...) insights from critical food systems education and the political ecology of education in analyzing these cases. We compare the thematic similarities and difference between these movements’ education initiatives in terms of their emergence, initial goals, expansion and institutionalization, relationship to the state, theoretical inspirations, pedagogical approach, educational topics, approach to student research, and outcomes. Among these thematic areas, we find that student-centered research on competing forms of production is an integral way to advance critical consciousness about the food system and the political potential of agroecological alternatives. However, what counts, as success in these programs, is highly case-dependent. For engaged scholars committed to advancing education for food sovereignty, it is essential to reflect upon the lessons learned and challenges faced by these movements. (shrink)

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his (...) acceptance that reason and feeling are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today. (shrink)

After decades of marginalization in the secularized twentieth-century academy, moral education has enjoyed a recent resurgence in American higher education, with the establishment of more than 100 ethics centers and programs on campuses across the country. Yet the idea that the university has a civic responsibility to teach its undergraduate students ethics and morality has been met with skepticism, suspicion, and even outright rejection from both inside and outside the academy. In this collection, renowned scholars of philosophy, (...) politics, and religion debate the role of ethics in the university, investigating whether universities should proactively cultivate morality and ethics, what teaching ethics entails, and what moral education should accomplish. The essays quickly open up to broader questions regarding the very purpose of a university education in modern society. Editors Elizabeth Kiss and J. Peter Euben survey the history of ethics in higher education, then engage with provocative recent writings by Stanley Fish in which he argues that universities should not be involved in moral education. Stanley Hauerwas responds, offering a theological perspective on the university’s purpose. Contributors look at the place of politics in moral education; suggest that increasingly diverse, multicultural student bodies are resources for the teaching of ethics; and show how the debate over civic education in public grade-schools provides valuable lessons for higher education. Others reflect on the virtues and character traits that a moral education should foster in students—such as honesty, tolerance, and integrity—and the ways that ethical training formally and informally happens on campuses today, from the classroom to the basketball court. _Debating Moral Education_ is a critical contribution to the ongoing discussion of the role and evolution of ethics education in the modern liberal arts university. _Contributors_. Lawrence Blum, Romand Coles, J. Peter Euben, Stanley Fish, Michael Allen Gillespie, Ruth W. Grant, Stanley Hauerwas, David A. Hoekema, Elizabeth Kiss, Patchen Markell, Susan Jane McWilliams, Wilson Carey McWilliams, J. Donald Moon, James Bernard Murphy, Noah Pickus, Julie A. Reuben, George Shulman, Elizabeth V. Spelman. (shrink)

Moral moments -- The neurotic and the penitent -- True, false, and feigned penance -- Fame without conscience -- Cain and conscience -- Feminine paradoxes -- Sincere hypocrisy -- The poetical consience -- Envoi : spiritual sophistry.

This article defends the teaching of Mortimer J. Adler that human education must aim at the betterment of human beings by forming good habits in us; and that, if intellectual and moral virtues, or good habits, are the same for all human beings because our natural capacities are the same and tend naturally to the same developments, then what logically follows is that the intellectual and moral virtues, or good habits, as the ends of education, are (...) the absolute and universal principles on which education should always and everywhere be founded. This being the case, it concludes that, because of its essential foundation in the essentially flawed Enlightenment understanding of human nature, the New World Order can never be a cause of higher education, can, at best, cause a caricature of it. (shrink)

Volume 52, Issue 11, October 2020, Page 1109-1112.

Peter Gardner; Some Errors in Moral Education, or D. Z. Phillips and the‘Educational Argument’, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2.

Peter Gardner; Some Errors in Moral Education, or D. Z. Phillips and the‘Educational Argument’, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2.

We suggest that in the particular context of medical education, ethics can be considered in a similar way to other kinds of knowledge that are categorised and shaped by academics in the context of wider society. Moreover, the study of medical ethics education is translational in a manner loosely analogous to the study of medical education as adjunct to translational medicine. Some have suggested there is merit in the idea that much as translational research attempts to connect (...) the laboratory scientist's work to its implications for patient care, translational ethics focuses on bringing ethics scholarship into the sphere of personal and public action. We distinguish the term ‘translational ethics’ (the study of ethics being translated between academy, classroom and clinic) from other prominent definitions in the bioethics literature. To do this, we build off a notion of knowledge translation that focuses on the nonlinear movement of information that comes to professionals through multiple competing sources. We suggest that this knowledge, and particularly knowledge about ethics, becomes embodied by the individual. It is through a reflective practice that internally embedded ethics knowledge might be modified, and this work might be best carried out with a moral community that maintains a sense of practical wisdom. Applying this translational approach to the study of medical ethics education can be both academically relevant and practically useful. This view of translation can help bridge the evident, multidirectional relationships between research, education and performance. It might also create further opportunities to develop medical ethics education theory. (shrink)

Examines the relationship between sport and education from both social and moral points of view. The text argues that sport has such a vital role to play in society that it should be an integral part of the curriculum. It presents guidelines for an effective teaching of sports in schools.

You may not know me well enough to evaluate me in terms of my moral character, but I take it you believe I can be evaluated: it sounds strange to say that I am indeterminate, neither good nor bad nor intermediate. Yet I argue that the claim that most people are indeterminate is the conclusion of a sound argument—the indeterminacy paradox—with two premises: (1) most people are fragmented (they would behave deplorably in many and admirably in many other (...) situations); (2) fragmentation entails indeterminacy. I support (1) by examining psychological experiments in which most participants behave deplorably (e.g., by maltreating “prisoners” in a simulated prison) or admirably (e.g., by intervening in a simulated theft). I support (2) by arguing that, according to certain plausible conceptions, character evaluations presuppose behavioral consistency (lack of fragmentation). Possible reactions to the paradox include: (a) denying that the experiments are relevant to character; (b) upholding conceptions according to which character evaluations do not presuppose consistency; (c) granting that most people are indeterminate and explaining why it appears otherwise. I defend (c) against (a) and (b). (shrink)

In this major study, Peter Zarrow examines how textbooks published for the Chinese school system played a major role in shaping new social, cultural, and political trends, the ways in which schools conveyed traditional and 'new style' knowledge and how they sought to socialize students in a rapidly changing society in the first decades of the twentieth century. Focusing on language, morality and civics, history, and geography, Zarrow shows that textbooks were quick to reflect the changing views of Chinese elites (...) during this period. Officials and educators wanted children to understand the physical and human worlds, including the evolution of society, the institutions of the economy, and the foundations of the nation-state. Through textbooks, Chinese elites sought ways to link these abstractions to the concrete lives of children, conveying a variety of interpretations of enlightenment, citizenship, and nationalism that would shape a generation as modern citizens of a new China. (shrink)

The intertwining careers of William Torrey Harris converge in twelve of the Annual Reports of the Board of Directors for St. Louis Public Schools. Harris formulated most of the essential features of these twelve reports as the Superintendent of Schools from 1867 to 1869. These particular reports—which have been acclaimed nationally and internationally—are said to be among the most valuable official publications in American educational literature. They are far different from the descriptive documents originally intended by their author. This study (...) demonstrates that Harris provided an authentic philosophy of education, a set of interrelated philosophical principles and their applications to educational problems. The substance of Harris's philosophy of education is focused upon a broadly based philosophical anthropology in relationship primarily to the purposes, curriculum, and teaching methods in intellectual, moral, and religious education. (shrink)

In this book, Peter Ahrensdorf explores an overlooked but crucial role that Homer played in the thought of Plato, Machiavelli, and Nietzsche concerning, notably, the relationship between politics, religion, and philosophy; and in their debates about human nature, morality, the proper education for human excellence, and the best way of life. By studying Homer in conjunction with these three political philosophers, Ahrensdorf demonstrates that Homer was himself a philosophical thinker and educator. He presents the full force of Plato's critique (...) of Homer and the paramount significance of Plato's achievement in winning honor for philosophy. Ahrensdorf also makes possible an appreciation of the powerful concerns expressed by Machiavelli and Nietzsche regarding that achievement. By uncovering and bringing to life the rich philosophic conversation among these four foundational thinkers, Ahrensdorf shows that there are many ways of living a philosophic life. His book broadens and deepens our understanding of what a philosopher is. (shrink)

Middle- and upper-middle-class students continue to outpace those from less privileged backgrounds. Most attempts to redress this inequality focus on the issue of access to financial resources, but as _Producing Success_ makes clear, the problem goes beyond mere economics. In this eye-opening study, Peter Demerath examines a typical suburban American high school to explain how some students get ahead. Demerath undertook four years of research at a Midwestern high school to examine the mercilessly competitive culture that drives students to advance. (...) _Producing Success_ reveals the many ways the community’s ideology of achievement plays out: students hone their work ethics and employ various strategies to succeed, from negotiating with teachers to cheating; parents relentlessly push their children while manipulating school policies to help them get ahead; and administrators aid high performers in myriad ways, even naming over forty students “valedictorians.” Yet, as Demerath shows, this unswerving commitment to individual advancement takes its toll, leading to student stress and fatigue, incivility and vandalism, and the alienation of the less successful. Insightful and candid, _Producing Success_ is an often troubling account of the educationally and morally questionable results of the American culture of success. (shrink)

While assessment is regarded as integral to enhancing the quality of teaching and learning, it is also a practice fraught with moral and ethical issues. An analysis is made of current assessment practices of teachers in South Africa which seem to straddle the domains of accountability and professional codes of conduct. In the process the position of the teacher as mediator between policies and diverse learner needs is explored in the light of moral and ethical considerations. Based on (...) the notions of ethical caring and caring about, the article suggests the infusing of principles of ubuntu in assessment practices may provide a framework to embed and strengthen morality and ethics in South African school assessment practices. (shrink)

Drawing on implications from ethics, theology, law, politics, and education, this book argues that we can decide what is right by describing particular cases in detail, without the aid of ethical theories and principles.

This paper, drawing on original sources, provides an overview of and a discussion on those writings and ideas, in Antonio Gramsci's huge corpus of work, that are relevant to the education of adults. This should provide a fitting tribute to this major social theorist of the 20th century on the 70th anniversary of his death. Among the topics discussed are those of adult education for industrial democracy, adult education and cultural preparation, adult literacy, prison education, adult (...) education and the Southern Question with specific reference to immigration, and, most important of all, adult education in the context of an intellectual and moral reform. (shrink)

This article outlines the context in which General National Vocational Qualifications (GNVQs) have been developed with particular reference to the independent learning dimension of their principles and practice. It provides an overview of the problems associated with the GNVQ approach from the literature and from a study by the authors of twelve post-16 institutions in the process of implementing Advanced GNVQ programmes. It analyses the dimensions of independent learning and argues that GNVQs provide a hybrid learner experience in which autonomy (...) in the organisation of the individual learning process is mediated by a heavily prescribed GNVQ framework. The article concludes by locating this paradox in four central dilemmas characterising post-16 curricular policy in the UK. (shrink)

This paper provides a rationale for the inclusion of biotechnology courses in the secondary science curriculum. In years to come our students will need to make important political, moral and social decisions about their future and the future of others. If our students are to become informed decision makers they need to understand the theory, practice and ethical ramifications of biotechnology. Important topics related to biotechnology include euthanasia, human organ and tissue transplantation, reproductive technology, cloning, and the production and (...) use of genetically modified organisms. Science teachers have an obligation to help their students develop an understanding of these issues.Data is presented from two science teachers, Catherine and Mark, each of whom taught innovative Year 10 Biotechnology courses . The effectiveness of the courses in enabling students to better identify and resolve ethical issues is discussed. (shrink)

Crashes involving self-driving cars at least superficially resemble trolley dilemmas. This article discusses what lessons machine ethicists working on the ethics of self-driving cars can learn from trolleyology. The article proceeds by providing an account of the trolley problem as a paradox and by distinguishing two types of solutions to the trolley problem. According to an optimistic solution, our case intuitions about trolley dilemmas are responding to morally relevant differences. The pessimistic solution denies that this is the case. An (...) optimistic solution would yield first-order moral insights for the ethics of self-driving cars, but such a solution is difficult to come by. More plausible is the pessimistic solution, and it teaches us a methodological lesson. The lesson is that machine ethicists should discount case intuitions and instead rely on intuitions and judgments at a higher level of generality. (shrink)

While discussions of the moral dimensions of the caring relation and their implications for teaching and learning are well developed within the literature, there has not been much analysis of the place of inquiry within our understanding of caring and the education inspired by it. Previous discussions offer important insight into what care-inspired education might entail, but they do not address how inquiry itself may be enhanced by an ethic of care. After arguing that we should consider (...) reason to be more central to the caring relation than has been previously recognized, Peter Nelsen seeks to ameliorate the apparent rift between reason and the affective dimensions of caring through what John Dewey described as the body-mind. According to this view, reason and affect are inseparable aspects of the process of inquiry; they are both always present in our caring encounters. Nelsen then explores the educational implications of envisioning the caring relation as body-mind grounded inquiry. (shrink)

Today, John Locke is recognized as one of the most important and formative philosophical influences on the modern world. His imprint is still felt in political and legal thought, in educational theory, moral theory and in the theory of knowledge. Lockes key works, Two Treatises of Government , and the monumental An Essay Concerning Human Understanding , provoked lively debate when they were first published in 1690 and remain standard texts in undergraduate philosophy courses throughout the English-speaking world and (...) beyond. It is not surprising therefore that Locke scholarship is a burgeoning force in the history of philosophy and that his ideas and arguments are repeatedly alluded to in current philosophical debate. Indeed, since the publication of the first series of Locke: Critical Assessments in 1991, Locke research has proceeded apace, and it is now fitting that a second Critical Assessments series be published. Of particular importance in recent work on Locke has been research into the colonial contexts of his political writings; a more nuanced and historically grounded approach to Lockes writings on natural philosophy; and a theological turn in Locke scholarship that has centred on the content and reception of his The Reasonableness of Christianity . Each of these new trends is represented in this second series, as are recent contributions to long-standing debates concerning Lockean interpretation and influence. (shrink)

This paper focusses on our concerns about revelations about sexual harassment in universities and the inadequate responses whereby some universities seem more concerned about their own reputations than the care and protection of their students. Seldom do cases go to criminal court, instead they mostly fall within employment relations policies where the use of non-disclosure agreements are double edged, such that some perpetrators remain nameless even if the person offended against wants details made public. Of course if the staff member (...) does not resign or take retirement prior to potential dismissal, but remains in the institution, the grapevine still works. Universities too often become complicit in cover-ups at the expense of further potential victims of sexual misconduct. It has been with much dismay that we found that despite extensive training and writing about ethics some senior professors in philosophy fields have been accused and found wanting, disabusing us of the virtue assumption. Despite these recent instances where perpetrators have been named and been publicised in the media, we found that this is not in fact new, so not only does the paper look to the past, but also extensively it uses contemporary accounts, reports and documents from USA, UK, South America, Australia, and New Zealand. These seem to be the tip of the iceberg, so our hope is that all students and staff in universities (and in fact all institutions where there are inherent power imbalances) will not only feel safe, but that they will be safe as universities become genuinely ethical institutions. (shrink)

I argue in this paper that moral philosophers need to incorporate into their teaching and writing a number of empirical findings on ethical practices. Principal among these is clearer guidelines on speaking out against wrongdoing, as well as the development of codes of ethics that have been proven to work. The adoption of the critical thinking and the analytical methodology of other disciplines is also suggested. Several benefits will result. The most noticeable will be a strengthening of ethical practices (...) and behavior in the institutions and organizations with which we live and work. A second benefit will be the education and employment of a body of people—graduates in moral philosophy—with the skills and knowledge to bring about, and further strengthen, this enhanced ethical environment. A third benefit will be the matching of the claims of philosophical thought with actual reality. (shrink)

ABSTRACT It is argued that sport, like science or medicine, is a valued human practice and is characterised as much by the moral manner in which its participants conduct themselves as by the pursuit of its own skills, standards and excellences. Virtues, such as justice, honesty and courage, are not only necessary to pursue its goals but to protect it from being corrupted by external interests. After explicating the practice view of sport in contrast to the sociological view, the (...) nature of competition in sport is discussed before examining two related issues: winning at all costs and the taking of performance-enhancing drugs. The importance of practices to education and the good life is also outlined. (shrink)

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 suggest that habit formation is part of the story of how the virtuous come to see the world aright. (shrink)

How is the ethically unacceptable persistence of the unnecessary suffering of extraordinarily poor street children in extraordinarily rich European Union capital cities to be durably remedied? Perhaps centrally, this philosophical essay argues, by re-articulating current inadequate understandings in the European Union of social injustice not as an absence of solidarity but as the failure to imagine and to act on "mutualities." First presented in 2011 as invited lectures for the Institute of European Studies of the Jagiellonian University in Krakow, this (...) extended reflection explores four central elements of the empirical situations of such extreme child poverty amid great affluence in the contexts of a progressively developed case study of destitute street children in Paris. The essay focuses successively on such utterly destitute children's poor health, poor housing, poor food, and poor education. In each case, outstanding contemporary philosophical reflections on violations of social justice - those of J. Rawls, A. Sen, R. Dworkin, and J. Habermas - are found to be deeply suggestive but finally insufficient for understanding such legally and morally intolerable situations. Yet each may be interpreted as contributing substantively to a progressive re-articulation of at least four critical elements of what a renewed idea of social justice in the European Union tomorrow must involve - "mutualizations" of fairness, understanding, respect, and articulacy. (shrink)

Unmanned systems bring risk asymmetry in war to a new level, making martial virtues such as physical courage by and large obsolete. Nonetheless, the dominant view within the military is that using unmanned systems that remove the risks for military personnel involved is not very different from using aircrafts that drop bombs from a high altitude. According to others, however, the use of unmanned systems and the riskless killing they make possible do raise a host of new issues, for instance (...) the question to what extent the willingness to take risks is part of the military profession. This article addresses that existential question, but also the question of whether the elimination of all risk would make the military profession a less moral one. To that end, it juxtaposes the military viewpoint that riskless killing by means of drones is morally uninteresting with the more critical viewthat such riskless killing is in fact highly problematic. (shrink)

R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

The paper examines the education and training of adults in ethics. It applies to courses at universities and colleges as well as in the work place. The paper explores the evidence on our ability to strengthen moral behaviour through courses on ethics, finds it to be weak, so starts with the assumption that we cannot teach people to be ethical. The paper asks therefore what the objectives of a course could be and how best to achieve them. It (...) examines the different theories in the literature, eventually settling on four objectives: increasing moral cognition; teaching a widening and strengthening of ethical practices; adopting teaching approaches that maximise learning impact, and developing the personal skills of individuals in negotiation and persuasion. All four objectives are of value to people who seek an ethical work environment. The paper then explores the theories and differing approaches used for achieving each objective, including among others, public interest disclosures, structuring and using codes of ethics, case problems and other experiential learning techniques, organisational and institutional approaches to ensuring ethical behaviour, classroom interaction, the role of theory, team teaching and tailoring the courses to meet an ethical needs analysis for that discipline, profession or organisation. (shrink)

ABSTRACT:In this paper we examine how ethical values contribute to national economic prosperity. We extend the concept of an ethical wealth of nations first introduced by Donaldson in which he proposed four categories of ethical values—fairer distribution of goods, better government, ingrained social cooperation, and inculcation of economic duties—that can drive economic performance, but only if citizens ascribe “intrinsic value” to them independent of their economic interests. Our analysis draws on institutional economics and sociology research to show that if ethical (...) values are to drive economic performance, they must also be supported by the institutional fabric of the nation. We embed an expanded set of ethical values in a set of democratic, free market and civil society institutions spanning three sectors of society—political, economic and cultural respectively. We conclude by discussing the implications of our institutional framework for moral education. (shrink)