In the context of the recent revival of virtue ethics, the notion of character formation under the rational guidance of Aristotle's notion of "phronesis," or practical wisdom, has been exalted as the principal aim of moral education. However, this is not unproblematic insofar as the promotion of Aristotelian "phronesis" seems…

This paper offers theoretical-cum-practical analyses and reflections on neo-Aristotelian character education, which has gained considerable momentum and popularity in the Western moral education arena in the last 15 years, yet is not attracting much interest in Chinese academia. Based on a literature review of some of the most representative works…

Despite the near global consensus on the importance of ethics education in public affairs programs, a lot of challenges are faced in implementation. The aim of the current research paper is to identify the perception of faculty in public affairs programs about why, what and how they teach ethics in their programs, the hurdles they meet, and their…

Although the notion of universal human rights allows for the idea that states (and supranational organizations such as the European Union) can, or even should, control and impose restrictions on migration, both notions clearly do not sit well together. The ensuing tension manifests itself in our ambivalent attitude towards migration, but also…

The purpose of our article is to offer a set of core knowledge learning objectives for accounting ethics education. Using Bloom's taxonomy of educational objectives, we develop learning objectives in six content areas: codes of ethical conduct, corporate governance, the accounting profession, moral development, classical ethics theories, and…

This study reports teacher candidate beliefs about the purposes of schooling and their reasons for choosing a career in teaching. The beliefs are analyzed in relation to the moral work of teaching, and the findings suggest that teacher candidates choose teaching as a career, in part, to engage in moral work, and that they believe that schooling…

This paper presents the research design, rationale, and the results of a historical document-based research project to answer the following two-part question: How do popular and dominant political, social, and economic forces affect the creation and delivery of American history curriculum in public schools between 1890 and 1920 and how is this…

In this article I examine the consequences of the dominance of intuitive thinking in moral judging and deciding for the role of moral reasoning in moral education. I argue that evidence for the reliability of moral intuitions is lacking. We cannot determine when we can trust our intuitive moral judgements. Deliberate and critical reasoning is…

The purpose of this paper is to describe a backward design model implemented to develop a leadership ethics course taught in a graduate leadership program. Backward design was implemented to deeply embed the construct of applied ethics within the fabric of leadership curriculum while capturing intended course competencies. Course curriculum…

The rationale for values education is reviewed and it is suggested that the language of values education does not belong in education. The authors state that teaching is an activity that takes aggressive and direct action on students' opinions and beliefs, not for the sake of their values, but for their characters. (LBH)

John Wilson's reasoning--that, since moral education involves educating the emotions and certain of these emotions characterize religion, religious education falls within the sphere of moral education--is false, because such reasoning would reduce religion to morality on the grounds that religious people express emotion. (IS)

Sealey has misunderstood Wilson's position on religious education. Religious understanding must be accountable to the same forms of thought and rational procedure as other forms of understanding, such as science and history, or there is no point in attempting to teach it. (IS)

Hudson fails to satisfactorily defend his claim that young people who are not initiated into religion will grow up to be less than human. Further, because we cannot test the validity of religious beliefs by the methods used for other disciplines, religion has no place in the educational system. (IS)

Discusses the goals of moral education in terms of helping students to do more than tell the difference between good and bad and to make sound judgments. Moral educators should primarily be concerned with strengthening the wills of their students. (Author/KC)

The schools are the agency that American society has set up to teach its youth knowledge and skills. The time has come for schools to take a more active role in the development of values and judgment standards, at least by providing a forum for discussing and examining such standards. (Author/JG)