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History/traditions: Moral Education

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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. Psychedelics and Moral Psychology: The Case of Forgiveness.Samir Chopra & Chris Letheby - forthcoming - In Chris Letheby & Philip Gerrans (eds.), 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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  3. Roleplaying Game–Based Engineering Ethics Education: Lessons from the Art of Agency.Trystan S. Goetze - forthcoming - 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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  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. 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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  6. 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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  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. 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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  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. 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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  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. Internalizing rules.Spencer Paulson - forthcoming - Philosophy and Phenomenological Research.
    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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  14. 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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  15. 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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  16. 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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  17. 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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  18. 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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  19. 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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  20. 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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  21. 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.
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  22. Beyond the Brave New Nudge: Activating Ethical Reflection Over Behavioral Reaction.Julian Friedland, Kristian Myrseth & David Balkin - 2023 - Academy of Management Perspectives 37 (4):297-313.
    Behavioral intervention techniques leveraging reactive responses have gained popularity as tools for promoting ethical behavior. Choice architects, for example, design and present default opt-out options to nudge individuals into accepting preselected choices deemed beneficial to both the decision-maker and society. Such interventions can also employ mild financial incentives or affective triggers including joy, fear, empathy, social pressure, and reputational rewards. We argue, however, that ethical competence is achieved via reflection, and that heavy reliance on reactive behavioral interventions can undermine the (...)
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  23. Validating the behavioral Defining Issues Test across different genders, political, and religious affiliations.Hyemin Han - 2023 - Experimental Results 4:e6.
    The Defining Issues Test (DIT) has been widely used in psychological experiments to assess one’s developmental level of moral reasoning in terms of postconventional reasoning. However, there have been concerns regarding whether the tool is biased across people with different genders and political and religious views. To address the limitations, in the present study, I tested the validity of the brief version of the test, that is, the behavioral DIT, in terms of the measurement invariance and differential item functioning (DIF). (...)
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  24. Exploring the association between character strengths and moral functioning.Hyemin Han, Kelsie J. Dawson, David I. Walker, Nghi Nguyen & Youn-Jeng Choi - 2023 - Ethics and Behavior 33 (4):286-303.
    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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  25. The Primacy of Hope for Human Flourishing.Anne Jeffrey & Krista Mehari - 2023 - The Monist 106 (1):12-24.
    In this paper we argue that the eudaimonist virtue of hope holds pride of place in development of psychological traits that promote human flourishing. The argument is part theoretical and part empirical. On the theoretical side, hope, the virtue, is the disposition to envision future good possibilities for oneself and one’s community and to move towards those possibilities. This renders hope necessary for any agent’s self-conscious pursuit of the goods that constitute flourishing, and also for the development of other virtues. (...)
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  26. Moral Perception and Phenomenal Contrast(道德感知與現象對比).Lian Jr-Jiun & 連 祉鈞 - 2023 - Dissertation, National Chung Cheng University
    This thesis is a defense of (a version of) moral perceptualism. Moral perceptualism (MP), as is generally understood, advocates the bold view that “moral properties can be perceptual content”; its supporters include Audi (2013, 2015), Lord (2018), McNaughton (1988), McBrayer (2010a, 2010b), Cowan (2015), and Werner (2016, 2020b). In support of MP, Werner (2016) bolsters what he calls ‘phenomenal contrast arguments(PCAs)’. According to PCAs, the best explanation for inter-subjective phenomenal contrast between two subjects facing the same moral situation is that (...)
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  27. The Effectiveness of Embedded Values Analysis Modules in Computer Science Education: An Empirical Study.Matthew Kopec, Meica Magnani, Vance Ricks, Roben Torosyan, John Basl, Nicholas Miklaucic, Felix Muzny, Ronald Sandler, Christo Wilson, Adam Wisniewski-Jensen, Cora Lundgren, Kevin Mills & Mark Wells - 2023 - Big Data and Society 10 (1).
    Embedding ethics modules within computer science courses has become a popular response to the growing recognition that CS programs need to better equip their students to navigate the ethical dimensions of computing technologies like AI, machine learning, and big data analytics. However, the popularity of this approach has outpaced the evidence of its positive outcomes. To help close that gap, this empirical study reports positive results from Northeastern’s program that embeds values analysis modules into CS courses. The resulting data suggest (...)
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  28. Plato's Significance for Moral Education.Mason Marshall - 2023 - In Douglas W. Yackek (ed.), Moral Education in the 21st Century. New York: Cambridge University Press. pp. 9-24.
    In this essay, I offer some of the reasons to think that Plato has a substantial contribution to make to contemporary thinking about moral education. To allow a sense of how wide the range of reasons is, I start by listing ten miscellaneous reasons that one can compellingly offer and some of which scholars *have* offered. Then I present my preferred reason, which involves a way of approaching Plato that is new and unorthodox. When you approach Plato this way, you (...)
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  29. Democratic Deliberation in the Absence of Integration.Michael Merry - 2023 - In Johannes Drerup, Douglas Yacek & Julian Culp (eds.), The Cambridge Handbook of Democratic Education. Cambridge University Press. pp. 230-249.
    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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  30. A Landscape Study of Public Universities with Undergraduate-Focused Ethics Education.Sally Moore - 2023 - Teaching Ethics 23 (1):79-89.
    Little is known about the aims and impact of university-based ethics centers. Less is known about how centers leverage their unique campus positions to engage undergraduates in transformative ethics education. This article provides a foundation for future research on university-based ethics centers. First, this article addresses the history of ethics education in higher education, the rise of university ethics centers, and the factors necessary for successful ethics programs. Next, this piece shows the geographic distribution of ethics centers and which centers (...)
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  31. Revisiting the Aged-based Educational Ideas of Plato.Hamidur Rahman - 2023 - International Journal of Arts and Humanities Studies 3 (3):01-07.
    Education is crucial to the overall development of all communities. Since the early days of Greek philosophy, philosophers have made significant contributions to the advancement of education for both individuals and the states. Greek philosophers, notably Plato, emphasized the importance and relevance of education for his conceptual ideal state. His educational ideas were rooted in his philosophy, notably idealism, and it continues to have a great effect, particularly on education. Idealism focuses on ideas and believes that genuine knowledge can be (...)
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  32. Ethics and Imagination.Joy Shim & Shen-yi Liao - 2023 - In James Harold (ed.), Oxford Handbook of Ethics and Art. New York, NY: Oxford University Press. pp. 709-727.
    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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  33. النظام التربوي المغربي في أفق تجديد الممارسات المهنية.التقديم.الصديق الصادقي العماري, سعاد اليوسفي & و آخرون - 2023 - In الصديق الصادقي العماري, Seddik Sadiki Amari, سعاد اليوسفي & و آخرون (eds.), النظام التربوي المغربي في أفق تجديد الممارسات المهنية. maroc المغرب .Errachidia الرشيدية: Editions Revue Brochures Educatives منشورات مجلة كراسات تربوية، (سلسلة ''كتب جماعية'' رقم 01). pp. 8-13.
    شهد قطاع التعليم المغربي عدة تغييرات شملت مجالات متنوعة إن على مستوى المنهاج أو إصلاح الفضاءات التعليمية أو تكوين المدرسين. ولعل مردّ ذلك هو الانفجار المعرفيّ المتزايد، والمكانة المتميّزة للتّربية والتّعليم، واهتمامات الدولة التي أصبحت مركزة على الظواهر المدرسية وفي علاقتها بتغيير المجتمع وارتباطها بالأسرة والمحيط، وتأثرها بالمرجعية الثقافية والدينية، وتفاعلها مع الظروف السياسية والاقتصادية انطلاقا من التيمات الكبرى التي أُنتِجت حول المدرسة من قبيل تصرفات المتعلم وسلوكياته داخل المدرسة، وعلاقات المدرسة بالآباء، وظاهرة العنف، والهدر المدرسي، ودراسة العلاقات التربوية، والأدوار (...)
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  34. إشكالية حضور المتعلم المغربي في بيداغوجيا الكفايات.سليمان لمراني علوي - 2023 - In الصديق الصادقي العماري, Seddik Sadiki Amari, سعاد اليوسفي & و آخرون (eds.), النظام التربوي المغربي في أفق تجديد الممارسات المهنية. maroc المغرب .Errachidia الرشيدية: Editions Revue Brochures Educatives منشورات مجلة كراسات تربوية، (سلسلة ''كتب جماعية'' رقم 01). pp. 29-41.
    ملخص: نروم في هذه الورقة البحثية أن نطرح إشكالية حضور المتعلم المغربي في بيداغوجيا الكفايات التي ناد بها النظام التربوي في ظل المشاكل التي تتخبط فيها المنظومة التعليمية التعلمية في بلادنا، ومسايرة لها للإصلاحات التي مست هذا القطاع، إيمانا منه أنها الحل الذي سينقد المدرسة المغربية من التراجع الملحوظ رغم العديد من الإصلاحات التي طالت التعليم وصولا إلى قانون الإطار لسنة 2019، وبحثا عن تحقيق الجودة، وتجاوز بيداغوجيا الأهداف التي تعتمد التلقين والحفظ والاسترجاع للمعرفة المتعلمة، لكن من خلال ما نلحظه (...)
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  35. 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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  36. When Gig Workers Become Essential: Leveraging Customer Moral Self-Awareness Beyond COVID-19.Julian Friedland - 2022 - Business Horizons 66 (2):181-190.
    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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  37. 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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  38. 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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  39. Xuanzang and the Three Types of Wisdom: Learning, Reasoning, and Cultivating in Yogācāra Thought.Romaric Jannel - 2022 - Religions 13 (6).
    Xuanzang (602–664) is famous for his legendary life, his important translation works, and also his Discourse on the Realisation of Consciousness-Only (Vijñapti-mātratā-siddhi, 成唯識論). This text, which is considered as a synthesis of Yogācāra thought, has been diversely interpreted by modern scholars and is still discussed, in particular about the status of external things. Nevertheless, this issue seems to be of little interest for Yogācāra thinkers compared to other topics such as the Noble Path, or else the three types of wisdom (...)
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  40. Is the Achievement of Moral Character the Ultimate Goal of Higher Education?Lee Jeong-Kyu - 2022 - Eric.
    This article is to explore whether the achievement of moral character is the ultimate goal of higher education from a cross cultural approach. To discuss this study logically, three major research questions are addressed. First, what are the concepts of moral, ethics, and character? Second, what is the achievement of moral character from the Eastern and the Western perspectives? Third, what is the role of higher education for the achievement of moral character? To defend these research questions, the author uses (...)
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  41. Learning to Read: A Problem for Adam Smith and a Solution from Jane Austen.Lauren Kopajtic - 2022 - In Garry L. Hagberg (ed.), 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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  42. 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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  43. 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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  44. 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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  45. 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, Massachusetts: The 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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  46. 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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  47. Educating for Restraint.Peter Olsthoorn - 2022 - In Eric-Hans Kramer & Tine Molendijk (eds.), Violence in Extreme Conditions: Ethical Challenges in Military Practice. Springer. pp. 119-130.
    Today, many armed forces consider teaching virtues to be an important complement to imposing rules and codes from above. Yet, it is mainly established military virtues such as courage and loyalty that dominate both the lists of virtues and values of most militaries and the growing body of literature on military virtues. Some of these virtues, however, may be less suited for today’s missions, which more often than not require restraint on the part of military personnel. This chapter looks into (...)
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  48. Loyalty: a Grey Virtue.Peter Olsthoorn & Marjon Blom - 2022 - In Désirée Verweij, Peter Olsthoorn & Eva van Baarle (eds.), Ethics and Military Practice. Leiden Boston: Brill. pp. 40-52.
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  49. 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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  50. Teaching ethics thro ugh using games: capacities and benefits.Morteza Tabatabaei - 2022 - Research Quarterly in Islamic Ethics 14 (54):7-26.
    One of the methods of teaching ethics, which has recently attracted the attention of researchers in the field of ethics and education and has a long history in Islamic teachings, is teaching through games, the main purpose of this article is to explain it in detail and examine the capacities and advantages of this method; With the difference that in this article, our focus is not on a specific type or case of games, but on the absolute of collective games (...)
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