Showing papers in "Journal of Moral Education in 1997"
TL;DR: The authors found that moral reasoning as conceptualized by Kohlberg (1981, 1985) can develop into adulthood, and the stage of moral reasoning correlated with age strongly in children and moderately in adults, and was moderately correlated with education in all age groups.
Abstract: This long‐term study found that moral reasoning as conceptualised by Kohlberg (1981, 1985) can develop into adulthood. Predominantly white, well‐educated, middle‐class participants were interviewed four times at 4‐year intervals (N = 44). Stage development was sequential and continued throughout the life span, although its occurrence decreased with advancing age in a curvilinear fashion. Post‐conventional reasoning was demonstrated by seven adults. Stage of moral reasoning correlated with age strongly in children and moderately in adults, and was moderately correlated with education in all age groups. Additionally, advance in moral reasoning stage was correlated with increase in education in adults. Although no systematic gender differences were found across age groups, men in the younger adult group had significantly higher scores than women.
90 citations
TL;DR: In this article, the authors attempt to capture the essence of morality and ethics in the African context and to elucidate forms of moral wisdom and behaviour grounded in the web of the African community.
Abstract: For centuries researchers have studied the universality of matters of ethics and morality. Now, the challenge is to make theoretical contributions which account not only for the universals, but also for the life conditions and cultural circumstances of various people in different societies. This paper attempts to capture the essence of morality and ethics in the African context and to elucidate forms of moral wisdom and behaviour grounded in the web of the African community.
90 citations
TL;DR: Some recent attempts by Muslim scholars to address contemporary issues faced by Muslims in Europe and other parts of the world, such as medical ethics, citizenship and nationalities and copyright issues, vis‐a‐vis earlier concepts formulated byMuslim scholars are focused on.
Abstract: This paper seeks to contribute to an understanding of the development of ethics in the contemporary Muslim world. The paper begins with a brief introduction of the terms “ethics” and “morals”, and explains the basic terms used by Islamic scholars to elucidate them. The concept of change in new circumstances is explained briefly and finally the paper focuses on some recent attempts by Muslim scholars to address contemporary issues faced by Muslims in Europe and other parts of the world, such as medical ethics, citizenship and nationalities and copyright issues, vis‐a‐vis earlier concepts formulated by Muslim scholars.
79 citations
TL;DR: In this paper, the authors propose a new method, called the youth charter, for promoting adolescent self-identification with a coherent set of moral standards, which is based on the idea that identity formation during adolescence is a process of forging a coherent and systematic sense of self.
Abstract: Studies of adolescent conduct have found that both exemplary and antisocial behaviour can be predicted by the manner in which adolescents integrate moral concerns into their theories and descriptions of self. These findings have led many developmentalists to conclude that moral identity‐‐in contrast to moral judgement or reflection alone‐‐plays a powerful role in mediating social conduct. Moreover, developmental theory and research have shown that identity formation during adolescence is a process of forging a coherent and systematic sense of self. Despite these well‐founded conclusions, many moral education programmes fail to engage a young person's sense of self, focus exclusively on judgement and reflection and make little or no attempt to establish coherence with other formative influences in a young person's life. The authors propose a new method, called “the youth charter”, for promoting adolescent self‐identification with a coherent set of moral standards.
70 citations
TL;DR: The authors argue that a functional model of moral judgement and moral behaviour derived from evolutionary theory may supply a better account of real-life morality than the Kohlbergian model, which often involves resolving hypothetical moral dilemmas like those on Kohlblberg's test, more often involve promoting good social relations, upholding favorable self-concepts and justifying self-interested behaviour.
Abstract: People rarely make the types of moral judgement evoked by Kohlberg's test when they make moral decisions in their everyday lives. The anticipated consequences of real‐life moral decisions, to self and to others, may influence moral choices and the structure of moral reasoning. To understand real‐life moral judgement we must attend to its functions, which, although they occasionally involve resolving hypothetical moral dilemmas like those on Kohlberg's test, more often involve promoting good social relations, upholding favourable self‐concepts and justifying self‐interested behaviour. We argue that a functional model of moral judgement and moral behaviour derived from evolutionary theory may supply a better account of real‐life morality than the Kohlbergian model.
70 citations
TL;DR: In this paper, the authors examine the dilemma facing liberal policy makers as they seek to reconcile the public interest, the wishes of parents with a wide diversity of beliefs and values and the perceived needs of children, concluding with a consideration of how far it is possible to develop an approach to sex education in the common school which is broadly acceptable to all groups, including minorities such as Muslims.
Abstract: Objections to contemporary practice in sex education are examined in the light of recent calls by Muslim leaders in Britain for Muslim parents to withdraw their children from sex education classes. The dilemma facing liberal policy makers is discussed, as they seek to reconcile the public interest, the wishes of parents with a wide diversity of beliefs and values and the perceived needs of children, and the paper concludes with a consideration of how far it is possible to develop an approach to sex education in the common school which is broadly acceptable to all groups, including minorities such as Muslims.
55 citations
TL;DR: In this article, the authors argue for an integration of moral education and sex education curricula, suggesting that sex that involves coercion or exploitation as well as sex that causes harm is wrong.
Abstract: This paper argues for an integration of moral education and sex education curricula. In such an integration, the primary values that would be taught would not be those relating to specific sexual behaviour but those relating to the general treatment of human beings, suggesting that sex that involves coercion or exploitation as well as sex that causes harm is wrong. Sex educators must take as their goal the prevention of abuse, not by placing responsibility on girls to avoid victimisation but by teaching boys how to express themselves sexually in moral‐‐that is, considerate and respectful‐‐ways. The paper discusses differential gender role socialisation and why integration of such material must be a part of every sex education curriculum. The paper also discusses how physical pleasure is not only a biological phenomenon but one that is culturally constructed, the discussion of which would be important to sex education. Finally, teaching about fantasy as well as sexual “deviance” (in terms of the m...
43 citations
TL;DR: Hong Kong has undergone dramatic changes in recent decades as discussed by the authors and more Hong Kong people are prepared to fight for their rights and demand “freedom and democracy”; they want a more representative government in the form of a widely elected Legislative Council.
Abstract: In political culture, Hong Kong has undergone dramatic changes in recent decades. When Hong Kong was a British colony, its people were largely concerned to maintain the status quo so that they could be left alone; the ideal government was perceived as a paternalistic one which would maintain law and order. With their increasing involvement in political parties and pressure groups, more Hong Kong people are prepared to fight for their rights and demand “freedom and democracy”; they want a more representative government in the form of a widely elected Legislative Council. The return to Chinese sovereignty in 1997 and “one country, two systems” means that the Hong Kong people have to learn to administer their own affairs. Yet this is within a context in which China is suspicious of a democratic regime in Hong Kong on the grounds that it threatens her rule over the territory. This paper considers the implications of this situation for civic education in Hong Kong, which was promoted in schools after ...
36 citations
TL;DR: The authors used children's philosophy as a hermeneutic tool to assess the morally relevant values and attitudes that children and adolescents hold with respect to nature and the patterns of reasoning with which they are expressed.
Abstract: Traditional moral philosophy, developmental psychology and moral education have generally been concerned with relationships between human beings. However, moral philosophy has gradually expanded to include plants, animals and ecosystems as legitimate moral objects, and aesthetics has rediscovered nature as an object of consideration. Thus it seems appropriate to begin to include this sphere in moral education and corresponding research as well. In this paper we wish to report on an investigation we have begun using children's philosophy as a hermeneutic tool to assess the morally relevant values and attitudes that children and adolescents hold with respect to nature and the patterns of reasoning with which they are expressed. In the first part of our presentation we will outline current positions in environmental ethics and aesthetics which provide a theoretical framework for such an investigation and the problems they present. Subsequently the difficulties involved with applying contemporary the...
34 citations
TL;DR: This paper found that the approaches to teaching ethics varied considerably in terms of their ability to promote significant positive changes in students' moral reasoning, empathy, and behaviour, and that the most effective strategy for promoting the comprehensive moral maturity of high school students was identified by enrolling students in one of four groups: an introductory ethics class, a blended economics-ethics class, an role-model ethics class taught by graduate students, and a non -ethics comparison class.
Abstract: Ethics education should aim to promote students’ maturity across a broad spectrum of moral functioning, including moral reasoning, moral affect and moral behaviour. To identify the most effective strategy for promoting the comprehensive moral maturity of high school students, we enrolled students in one of four groups: an introductory ethics class, a blended economics‐‐ethics class, a role‐model ethics class taught by graduate students and a non‐ethics comparison class. Pretest and post‐test instruments measured the ways students (a) reason, (b) feel and (c) act with regard to ethical‐normative issues. The results indicated that the approaches to teaching ethics varied considerably in terms of their ability to promote significant positive changes in students’ moral reasoning, empathy and behaviour.
28 citations
TL;DR: In this article, the authors argue that good teaching in this area should enable 14-16-year-old students to become better informed about people's sexual orientations; it should help them better understand each other's positions; and it should allow them to clarify their own values and attitudes.
Abstract: Should schools teach about homosexuality and heterosexuality, and if so how? This paper outlines arguments both in favour of, and against, such teaching and concludes that, on balance, schools of 11‐16/18‐years‐olds should teach about sexual orientation provided certain specified conditions are met. The author then defends the notion that to teach about sexual orientation is to teach about a controversial issue, but notes that few, if any, of the published approaches to teaching in this area treat it as such. He goes on to examine both the specific aims and possible approaches to teaching about homosexuality and heterosexuality. Good teaching in this area should enable 14‐16‐year‐old students to become better informed about people's sexual orientations; it should help them better to understand each other's positions; and it should allow them to clarify their own values and attitudes.
TL;DR: This article found that children tended to misremember female animal story characters as male unless an illustration depicting the characters' gender accompanied the text, and their reasoning was not influenced by the gender of the characters.
Abstract: Previous work has found few gender differences in moral orientation among children. Two experiments were conducted with third grade children (8‐year‐olds) to learn if children's moral orientation would be affected by the gender of dilemma characters: all male, all female, or mixed gender. Children responded to stories in which animal characters faced a conflict. Children's suggestions as to how the characters should solve their problems were coded as expressing a concern for others (care orientation) or a focus on issues of rights and justice (rights orientation). Both boys and girls showed a small but consistent preference for the care orientation, and their reasoning was not influenced by the gender of the characters. Children tended to misremember female animal story characters as male (Experiment 1), unless an illustration depicting the characters’ gender accompanied the text (Experiment 2). Overall, the results point to the role of children's literature in creating stereotyped expectations a...
TL;DR: This article examined religious affiliation and commitment of teenagers as a function of the quality of mother-child interaction and the mothers' religious commitment, as an illustration of the principle that transmission of parental norms and values to their children is facilitated or inhibited by their interaction.
Abstract: This paper examines religious affiliation and commitment of teenagers as a function of the quality of mother‐child interaction and the mothers’ religious commitment, as an illustration of the principle that transmission of parental norms and values to their children is facilitated or inhibited by the quality of their interaction. We expected that in cases where mother‐child interaction was good, parents would be better able to impose their own values upon their children, resulting in a lower disaffiliation and higher religious commitment in high quality of family‐interaction families. This expectation was tested using data from 223 British adolescent‐mother pairs, by means of logistic and ordinary regression analysis. The results largely supported the hypotheses, exemplifying how mothers in their role of moral agents may profit from good mother‐child relationships.
TL;DR: In this paper, the authors explore three interrelated themes in order to contextualise and then propose a values framework for school sex education within a modern plural society, arguing that it may not be possible to resolve what are fundamental conflicts of a plural society and argues that a moral agenda for sex education may be most appropriately realised as a pursuit of consistency between politics, policy and practice on the basis of confidence in the abilities of young people.
Abstract: This paper explores three interrelated themes in order to contextualise and then propose a values framework for school sex education within a modern plural society. First, it outlines some of the social changes that have contributed to a growing uncertainty about values in British society in the area of sexuality and personal relationships. Secondly, it considers the ways in which policy changes in the area of sex education over the last 10 years have reflected competing claims over the moral legitimacy and content of this area of the curriculum. Thirdly, it describes the work of two related initiatives, that sought to renegotiate a consensus for values within school sex education. The paper suggests that it may not be possible to resolve what are fundamental conflicts of a plural society and argues that a moral agenda for sex education may be most appropriately realised as a pursuit of consistency between politics, policy and practice on the basis of confidence in the abilities of young people, ...
TL;DR: In this paper, the basic parameters of a democratic philosophy of sexuality education are discussed, and the aim of this philosophy is to accommodate ideological pluralism related to sexuality while simultaneously ensuring that educational programmes provide the necessary information and skills to facilitate the human right to sexual health.
Abstract: Because norms related to sexuality are an important determinant of the nature of society, sexuality education in schools is the subject of passionate debate. This discourse reflects a struggle between Restrictive and Permissive sexual ideologies. These ideologies compete for influence in shaping sexuality education. As a result, some sexuality education programmes constitute ideological indoctrination. Many other programmes, because of the ideological conflict surrounding sexuality, omit important sexual health information. The objective of this paper is to articulate the basic parameters of a democratic philosophy of sexuality education. The aim of this philosophy is to accommodate ideological pluralism related to sexuality while simultaneously ensuring that educational programmes provide the necessary information and skills to facilitate the human right to sexual health. Based on Rawls’ (1993) theory of political liberalism, this philosophy proposes that sexuality education ought to be centred ...
TL;DR: The Sexual Diversity Wheel is presented as a pedagogical tool to facilitate student inquiry into the multiple cross-cultural constructions and valuations of gender and sexuality as discussed by the authors, and explores the implications of these findings for those teaching about sexuality in western societies.
Abstract: Expanding on the author's earlier work, this essay explicates the concept of critical sexual literacy within the context of four curricular models for multicultural sexuality education: tolerance, diversity, difference and differance. The Sexual Diversity Wheel is presented as a pedagogical tool to facilitate student inquiry into the multiple cross‐cultural constructions and valuations of gender and sexuality. Illustrating these differences, the author describes his fieldwork activities in the central Philippines and explores the implications of these findings for those teaching about sexuality in western societies.
TL;DR: This paper examined two social/contextual factors that may mediate such cognitive processes in moral development: socio-metric status and moral climate, and found that moral climate was found to represent a valid measure of the factors which predict behaviour within institutional settings.
Abstract: Cognitive‐developmental theory claims that moral reasoning can be developed through discussion with others, especially those at a higher stage. This study examined two social/contextual factors that may mediate such cognitive processes in moral development: socio‐metric status and moral climate. Socio‐metric status was studied because participants were 101 institutionalised young offenders with established differences in peer status. Moral climate was studied because participants came from residential units that varied markedly in programme activities. Participants were assessed for moral reasoning, perceptions of moral and institutional climate and also through behavioural ratings. Moral climate was found to represent a valid measure of the factors which predict behaviour within institutional settings. To study peer status, 40 young offenders participated in moral dilemma discussions with another subject who systematically differed in level of moral reasoning and peer status. It was found that e...
TL;DR: The effect of inducing negative, positive or neutral affect on the recall of moral and conventional transgressions and positive moral and traditional acts was examined in this paper, and it was found that inducing negative affect was associated with higher recall of the moral transgressions while inducing positive affect associated with a higher recall for positive moral acts.
Abstract: The effect of inducing negative, positive or neutral affect on the recall of moral and conventional transgressions and positive moral and conventional acts was examined. It was found that inducing negative affect was associated with higher recall of moral transgressions while inducing positive affect was associated with higher recall of positive moral acts. Affect induction condition did not have a significant effect on the recall of the conventional transgressions or positive acts. The results are interpreted within the Violence Inhibition Mechanism model of moral development (Blair, 1995) and by reference to a new, hypothesised system, the Smiling Reward Response.
TL;DR: In this paper, a moral conception of perversions is proposed to deal with the issue of paedophilia in the context of mutual consent and non-exploitation as a touchstone.
Abstract: In our society adults who are guilty of having sex with prepubescent children often have a paedophile disposition. This paper first criticises the justifications that are given by paedophiles for having sex with children. Part of this criticism is a brief analysis of “sexual desire” and “erotic”. Next, the question is raised whether paedophile activities can ever be morally permissible. Using the principles of mutual consent and non‐exploitation as touchstone, the question is answered in the negative. Finally, it is examined whether paedophile desires can be regarded as perverse. In order to deal with this issue a moral conception of perversions is proposed.
TL;DR: In this paper, the authors argue that the existing myths serve sexuality education poorly, and propose three narratives which provide rich alternatives to the dominant myth, and argue that myth or narrative provides a much needed depth dimension to sexuality education.
Abstract: This paper suggests that sexuality education needs to take into account the myths by which teachers educate and students learn. Here myth is understood as a narrative, paradigm or vision. The paper does not argue against myth. Rather, it argues that myth or narrative provides a much needed depth dimension to sexuality education. It does argue, however, that the existing myths serve sexuality education poorly. The final section of the paper proposes three narratives which provide rich alternatives to the dominant myth.
TL;DR: The relationship of intention to moral responsibility in contemporary notions of racism is explored in this paper, where it is argued that although the moral import of efforts to reveal and recognise dominance in western society is to be lauded, the peripheral role attributed to intentions in ascriptions of racism can be counterproductive to the aim of helping dominant group members acknowledge their embeddedness in a culture which oppresses others.
Abstract: The relationship of intention to moral responsibility in contemporary notions of racism is explored. It is argued that, although the moral import of efforts to reveal and recognise dominance in western society is to be lauded, the peripheral role attributed to intentions in ascriptions of racism can be counterproductive to the aim of helping dominant group members acknowledge their embeddedness in a culture which oppresses others.
TL;DR: In this article, the notion of moral education in adulthood is rejected as merely remedial, i.e. as making up for the waning of our cognitive abilities which (stereotypically) occurs with age.
Abstract: This paper rejects the notion of moral education in adulthood as merely remedial, i.e. as providing a second chance to learn that which should have been learned in school, or as merely compensatory, i.e. as making up for the waning of our cognitive abilities which (stereotypically) occurs with age. Rather, it advocates a conception of lifelong moral education which presupposes that there are social and cognitive features of maturity which have the potential to generate some worthwhile learning which can therefore only be acquired in adulthood. First the theoretical issues associated with this presupposition will be outlined and the notions of dialectical/relativistic and eclectic/synthesising forms of thinking, as adult stages of thinking, will be explored in the context of moral development and education. Secondly, reference will be made to some relatively recent research undertaken (at the Department of Continuing Education, University of Warwick) into the impact of liberal adult education cert...
TL;DR: In this article, Human Rights Education, Moral Education and Modernisation: the general relevance of some Latin American experiences: a conversation, the authors discuss the importance of human rights education, moral education and modernisation.
Abstract: (1997). Human Rights Education, Moral Education and Modernisation: the general relevance of some Latin American experiences: a conversation. Journal of Moral Education: Vol. 26, No. 2, pp. 151-168.
TL;DR: In this paper, the authors focus on the various ways in which adult narrators address the child readers of such texts and offer a model of the narrative relationships thus established, and the analysis of these relationships and consideration of their pedagogical implications is set within a broader discussion of shifts in the contemporary concept of childhood.
Abstract: The discussion is concerned with issues arising in the use of fictions written for children in moral education. It focuses on the various ways in which adult narrators address the child readers of such texts and offers a model of the narrative relationships thus established. The analysis of these relationships and consideration of their pedagogical implications is set within a broader discussion of shifts in the contemporary concept of childhood. Drawing initially on current media representations and finally on problematic representations of “beastly” behaviour in children's fictions, attention is directed, beyond pedagogical strategies, to existential questions which new and emerging relationships in children's fiction currently raise for teachers and other adults concerned with moral education.
TL;DR: Investigation of the coverage of bioethical issues in Japanese and German biology textbooks for lower secondary school found that German textbooks devote more space to these problems than the Japanese ones and that the style of presentation in German books is aimed at appealing to the emotions of the pupils.
Abstract: Some aspects of the coverage of bioethical issues in Japanese (11) and German (10 series) biology textbooks for lower secondary school have been investigated, concentrating on the treatment of environmental issues. It was found that German textbooks devote more space to these problems than the Japanese ones and that the style of presentation in German books is aimed at appealing to the emotions of the pupils, whereas that of the Japanese ones is a more traditional scientific one. The inclusion of ethical view points in biology teaching is discussed in this context.
TL;DR: In this paper, the authors assume that the most fundamental of the values to be considered are those such as integrity, which sustain probity in public life, and explore in what ways universities are likely to influence students' moral commitments, or dispositions to certain kinds of behaviour to which a sense of obligation is attached.
Abstract: Britain is faced with many intractible problems. These call for detailed analysis, but equally also for examination of the values that inform them and the influences that shape those values. The present paper assumes, first, that the most fundamental of the values to be considered are those‐‐such as integrity‐‐which sustain probity in public life; secondly, that it is important to explore in what ways universities are likely to influence students’ moral commitments; thirdly, that moral values are properly regarded as ‘valuations’, or dispositions to certain kinds of behaviour to which a sense of obligation is attached; and fourthly that, despite the predominantly relativist view of values current in postmodern thinking, it is necessary, if effective action is to be taken in the public domain, to find some “sense of minimum universal values” (Weeks, 1993). The greater part of the paper is taken up with an analysis of four areas of activity through which the staff of an institution are likely to in...
TL;DR: The authors developed a child-centred, non-authoritarian and communitarian model for fostering moral development through the teaching of multi-faith religious education in the United Kingdom, which is a non-conformity rather than establishment Christianity.
Abstract: Will British education in general, and religious education specifically, foster a nationalistic or global ethic in the coming millennium? Since the 1988 Education Reform Act, the British state has centralised its control over what is taught through the national curriculum. The Chief Executive of the government's School Curriculum and Assessment Authority has been consistently articulating the importance of national consciousness and identity. These developments suggest a worrying trend towards a more nationalistic ethic. Religious education, by contrast, is now mandatory multi‐faith, part of the basic school curriculum and remains locally controlled. While the historic and present importance of Christianity in the United Kingdom is acknowledged, it is a secularised non‐conformity rather than establishment Christianity that is used by the author to develop a child‐centred, non‐authoritarian and communitarian model for fostering moral development through the teaching of multi‐faith religious educat...