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  1. Theory of Probability.Ernest Nagel - 1940 - Journal of Philosophy 37 (19):524-528.
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  • Frequentist Probability and Frequentist Statistics.J. Neyman - 1977 - Synthese 36 (1):97 - 131.
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  • Attainable and Relevant Moral Exemplars Are More Effective Than Extraordinary Exemplars in Promoting Voluntary Service Engagement.Hyemin Han, Jeongmin Kim, Changwoo Jeong & Geoffrey L. Cohen - 2017 - Frontiers in Psychology 8:283.
    The present study aimed to develop effective moral educational interventions based on social psychology by using stories of moral exemplars. We tested whether motivation to engage in voluntary service as a form of moral behavior was better promoted by attainable and relevant exemplars or by unattainable and irrelevant exemplars. First, experiment 1, conducted in a lab, showed that stories of attainable exemplars more effectively promoted voluntary service activity engagement among undergraduate students compared with stories of unattainable exemplars and non-moral stories. (...)
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  • Functional Differences: Comparing Moral Judgement Developmental Phases of Consolidation and Transition.W. Derryberry & Stephen Thoma - 2005 - Journal of Moral Education 34 (1):89-106.
    Applying Snyder and Feldman's 1984 consolidation-transition model to moral judgement development has enabled further understanding of how moral judgement translates to moral functioning. In this study, 178 college students were identified as being in consolidated versus transitional phases of moral judgement development using Rest's Defining Issues Test. Participant moral functioning was inferred through an honest decision-making index along with Attitudes Towards Human Rights Inventory and Volunteer Functions Inventory scores. Multivariate Analyses of Variance revealed that the consolidated group was significantly more (...)
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  • Analysing Theoretical Frameworks of Moral Education Through Lakatos’s Philosophy of Science.Hyemin Han - 2014 - Journal of Moral Education 43 (1):32-53.
    The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and educational research. Finally, the potential (...)
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  • Virtue Ethics, Positive Psychology, and a New Model of Science and Engineering Ethics Education.Hyemin Han - 2015 - Science and Engineering Ethics 21 (2):441-460.
    This essay develops a new conceptual framework of science and engineering ethics education based on virtue ethics and positive psychology. Virtue ethicists and positive psychologists have argued that current rule-based moral philosophy, psychology, and education cannot effectively promote students’ moral motivation for actual moral behavior and may even lead to negative outcomes, such as moral schizophrenia. They have suggested that their own theoretical framework of virtue ethics and positive psychology can contribute to the effective promotion of motivation for self-improvement by (...)
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  • Exploring the Relationship Between Virtue Ethics and Moral Identity.Changwoo Jeong & Hyemin Han - 2013 - Ethics and Behavior 23 (1):44-56.
    The concept of moral identity based on virtue ethics has become an issue of considerable import in explaining moral behavior. This attempt to offer adequate explanations of the full range of morally relevant human behavior inevitably provokes boundary issues between ethics and moral psychology. In terms of the relationship between the two disciplines, some argue for ?naturalized (or psychologized) morality,? whereas, on the other hand, others insist on ?moralized psychology.? This article investigates the relationship between virtue ethics and moral identity (...)
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  • Moral Learning: Conceptual Foundations and Normative Relevance.Peter Railton - 2017 - Cognition 167:172-190.
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  • Moral Education Today: Ascendancy and Fragmentation.Kristján Kristjánsson - 2017 - Journal of Moral Education 46 (4):339-346.
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  • Adolescents Finding Purpose: Comparing Purpose and Life Satisfaction in the Context of Singaporean and Israeli Moral Education.Mary Anne Heng, Ina Blau, Gavin W. Fulmer, Xiaofang Bi & Andrew Pereira - 2017 - Journal of Moral Education 46 (3):308-322.
    Purpose is an intention over the long-term to have an effect on the world that is both meaningful to oneself and to others. What are schools doing to help students use the knowledge and skills they learn in school in their own lives and aspirations? This is the first study that compares adolescent purposes and life satisfaction in Singaporean and Israeli schools. Findings showed four purpose clusters for Singaporean adolescents: No Orientation, Self-focused, Other-focused, and both Self- and Other-focused. Israeli adolescents (...)
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  • Factor Structure of Character Strengths in Youth: Consistency Across Ages and Measures.Robert E. McGrath & David Ian Walker - 2016 - Journal of Moral Education 45 (4):400-418.
    The VIA Classification of Strengths and Virtues attempts to provide a comprehensive model of character based on 24 character strengths. The present study is the largest study to date exploring the structure of the 24 strengths in youth. One sample completed the VIA-Youth, a teen measure of the VIA Classification. Based on a random subsample, it was determined the data were best modeled using four factors. The remainder of the sample was used to demonstrate measurement invariance for the four-factor model (...)
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  • A Person-Centered Approach to Moral Motivations During Emerging Adulthood: Are All Forms of Other-Orientation Adaptive?Chien-Ti Lee, Laura M. Padilla-Walker & Larry J. Nelson - 2015 - Journal of Moral Education 44 (1):51-63.
    The purpose of this study was to explore other-oriented motivations for moral behavior, including community orientation and fear of negative evaluation from others and to examine how differences in the way that these motivations are balanced might be linked to prosocial behavior, identity development and well-being. Participants included 550 university students from four different universities across the United States. The majority of the respondents were Caucasian, living away from home. Results of latent profile analyses revealed four classes: ‘low other-orientation’, ‘high (...)
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  • Functional Differences: Comparing Moral Judgement Developmental Phases of Consolidation and Transition.W. Pitt Derryberry & Stephen J. Thoma - 2005 - Journal of Moral Education 34 (1):89-106.
    Applying Snyder and Feldman's 1984 consolidation?transition model to moral judgement development has enabled further understanding of how moral judgement translates to moral functioning. In this study, 178 college students were identified as being in consolidated versus transitional phases of moral judgement development using Rest's Defining Issues Test (DIT). Participant moral functioning was inferred through an honest decision?making index along with Attitudes Towards Human Rights Inventory (ATHRI) and Volunteer Functions Inventory (VFI) scores. Multivariate Analyses of Variance revealed that the consolidated group (...)
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  • Moral Education and Character Education: Their Relationship and Roles in Citizenship Education.Wolfgang Althof & Marvin W. Berkowitz* - 2006 - Journal of Moral Education 35 (4):495-518.
    Any democratic society must concern itself with the socialization of its citizens. This begins in childhood, and schools are critical to this process. The interrelations and roles of educating for character and educating for citizenship are explored, largely in a North American context. It is argued that citizenship education necessarily entails character and moral formation, but this integration is hindered by negative stereotyping between the two fields. In addition, negative stereotyping between the fields of moral education and character education further (...)
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  • In a Different Voice: Psychological Theory and Women's Development.Carol Gilligan - 1982 - Cambridge, MA: Harvard University Press.
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  • Virtues and Vices in Positive Psychology: A Philosophical Critique.Kristján Kristjánsson - 2013 - Cambridge University Press.
    Positive psychology is one of the biggest growth industries in the discipline of psychology. At the present time, the subfield of 'positive education' seems poised to take the world of education and teacher training by storm. In this first book-length philosophical study of positive psychology, Professor Kristján Kristjánsson subjects positive psychology's recent inroads into virtue theory and virtue education to sustained conceptual and moral scrutiny. Professor Kristjánsson's interdisciplinary perspective constructively integrates insights, evidence and considerations from social science and philosophy in (...)
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