This study's the question how well moral educators know their students' moral views, is part of the more general question whether they base their efforts to foster moral development on adequate understanding of children. The findings show that most teachers indeed seem to possess a stereotypical image of the student. In order to reduce pluralistic ignorance, I recommend that moral educators sho...

The traditional cognitive developmental perspective on moral acquisition posits that children actively construct moral beliefs by assessing the negative impacts of antisocial behaviors. This account is not easily applied to actions that are considered immoral despite lacking consequences for others' welfare. We studied the moralization of behaviors without tangible impacts, specifically examini...

According to modern psychology, morality is a matter not only of attitudes towards moral principles but also of people's competence to utilize those principles. In a series of longitudinal and cross-cultural studies, comprising several thousand subjects, both aspects have been assessed simultaneously by using the Moral Judgment Test, based on the methodology of Experimental Questionnaire (EQ). ...

"If other sources of ethical values have declined in influence, educators have a responsibility to contribute in any way they can to the moral development of their students," writes Derek Bok, the former president of Harvard (Bok, 1976, p. 26). Most educational policy-makers and the public seem to agree that schools and colleges should promote moral development in their students. Yet, there is ...

Humans need morality and ethics to get along constructively as members of the same society. As we face the prospect of robots taking a larger role in society, we need to consider how they, too, should behave toward other members of society. To the extent that robots will be able to act as agents in their own right, as opposed to being simply tools controlled by humans, they will need to behave ...

The neo-Kohlbergian model revises and extends Lawrence Kohlberg’s model of moral reasoning development to better reflect advances in research and theory. In moving from Kohlberg’s global stage model to a multi-process description of moral functioning, these modifications are most evident in the ways in which moral thinking is described, measured, and interpreted. This article highlights the two...

Background: The impact of healthcare ethics educational interventions on participants’ ethical development is rarely reported on and assessed; even less attention is paid to educational interventions that focus on end-of-life ethical issues. Aim: To evaluate the impact of the Ethical Framework for End-of-Life Care Study Sessions Programme (EOLCSS) on the moral development of healthcare staff wh...

With the development of information technology, educational games have become an instructional tool to make students learn and can run on a variety of mobile terminal which can provide a more user-friendly environment for mobile learning. In this study, the authors search a lot of literature to understand educational games. Secondly, the authors put suggestions on game design and development fo...

Learning to make moral judgements based on considerations beyond self-interest is a fundamental aspect of moral development. A deficit in such learning is associated with poor socialization and criminal behaviour. The neural systems required for the acquisition and maturation of moral competency are not well understood. Here we show in a unique sample of neurological patients that focal lesions...

Teachers are expected to act ethically and provide moral role models in performing their duties, even though teacher education has often relegated the cultivation of teachers’ ethical awareness and moral development to the margins. When it is addressed, the main theoretical assumptions have relied heavily on the cognitivist developmental theories of Piaget and Kohlberg. A major pedagogical prob...