Journal of Moral Education

• Asking meaningful life questions in high school: Interviews with alumni of the QUESTion project
  Journal of Moral Education02 April 2025By Heather Malin Graduate School of Education, Stanford University, Stanford, CA, USAHeather Malin is a senior research scholar at the Stanford University Center on Adolescence, where she conducts research on diverse aspects of purpose development. She is the author of Teaching for Purpose: Preparing Students for Lives of Meaning and has published research articles on purpose development, youth civic engagement, artistic development, and purpose among young entrepreneurs.
• Revisiting Kohlberg’s account of moral maturity and moral development: The 2024 Kohlberg Memorial Lecture
  Journal of Moral Education02 April 2025By Michele Moody-Adams Department of Philosophy, Columbia University, New York, NY, USAMichele Moody-Adams is Joseph Straus Professor of Political Philosophy and Legal Theory at Columbia University, where she does research and teaching in moral and political philosophy. Much of her current work focuses on democratic disagreement, political dissent and disobedience, and the political implications of resentment, forgiveness and reconciliation. Her most recent book is Making Space for Justice: Social Movements, Collective Imagination and Political Hope (2022). She is currently working on two book projects: one on Renewing Democracy and a second to be titled Reclaiming the Idea of the Human.
• Character education empirical research: A thematic review and comparative content analysis
  Journal of Moral Education31 March 2025By Peter Oldham Shane McLoughlin Jubilee Centre for Character and Virtues, University of Birmingham, Birmingham, UKPeter Oldham is currently a PhD student at the University of Birmingham. His areas of study include the research methodologies used in educational research and the role of character education in promoting wellbeing.Shane McLoughlin is an Assistant Professor at the Jubilee Centre for Character and Virtues at the University of Birmingham. His primary research interests lie in value clarification, the intersection of character and careers education, professional ethics, the ethical adoption of emerging technologies, and individual differences.
• Artificial intelligence as a moral mentor
  Journal of Moral Education31 March 2025By Artur Szutta Department of Social Sciences, University of Gdańsk, Gdańsk, PolandArtur Szutta is a Professor of Philosophy at the University of Gdańsk. He specializes in ethics, metaethics, and social philosophy. He is the editor-in-chief of the philosophical journal Laboratorium Mentis (https://ojs.academicon.pl/lm) and the editor-in-chief of Filozofuj!, an illustrated magazine popularizing philosophy (https://filozofuj.eu/wydania/). His published works include papers and books on political philosophy, ethics, and metaethics.
• ‘Little Hero’, a web-based intervention to promote moral values among children: A study of its development and effectiveness
  Journal of Moral Education14 March 2025By Belén Mesurado Santiago Resett a Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Pilar, Argentinab Instituto de Filosofía, Universidad Austral, Buenos Aires, Argentinac Facultad de Ciencias Biomédicas, Universidad Austral, Buenos Aires, ArgentinaBelén Mesurado received her PhD in psychology from Universidad de San Luis. Researcher at the Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) – Instituto de Filosofía, Universidad Austral. She is an associate professor at Facultad de Ciencias Biomédicas Universidad Austral. She specializes in positive psychology; her research interests include positive individual development in children and adolescents, parenting, and flourishing life. She has led several cross-cultural studies between Latin American, Asian, and European countries.Santiago Resett holds a degree in Psychology and a graduate degree in Psychology and Educational Sciences. Researcher at the Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) – Instituto de Filosofía, Universidad Austral. Professor at the Facultad de Ciencias Biomédicas, Universidad Austral. Author of numerous publications on bullying and cyberbullying.
• Understanding and cultivation of nature connectedness in China: An analysis of national moral education school textbooks for primary students
  Journal of Moral Education14 March 2025By Xiaoting Yu Michael J. Reiss a Institute of High Quality Education Development, Zhejiang Normal University, Jinhua, Chinab Curriculum, Pedagogy and Assessment, Institute of Education, UCL, London, UKXiaoting Yu is Associate Professor of Moral Education at Zhejiang Normal University Institute of Education.Michael J. Reiss is Professor of Science Education at UCL Institute of Education.
• Socialization and personal values of teachers in general education, special education, and extracurricular education schools
  Journal of Moral Education28 February 2025By Anni Tamm Tiia Tulviste Institute of Psychology, University of Tartu, Tartu, EstoniaAnni Tamm is a lecturer and researcher at the University of Tartu, Estonia. She received her PhD in developmental psychology in 2015. Her research interests lie mainly in children’s and adolescents’ values, parents’ and teachers’ socialization values, conflicts, and peer relations.Tiia Tulviste is a professor of developmental psychology at the University of Tartu, Estonia. She holds PhD degrees in psychology both from the University of Moscow, Russia 1985 and Stockholm University, Sweden 2002. Presently, her main research interest is family socialization in comparative perspective.
• The role of mindfulness in future-oriented ethical cognition and moral intensity perceptions
  Journal of Moral Education19 February 2025By Cheryl K. Stenmark Kyle W. van Ittersum Psychology Department, Angelo State University, San Angelo, TX, USACheryl Stenmark is the Director of the Organizational Psychology and Human Resources Masters degree program at Angelo State University. She has taught in the Psychology Department of Angelo State University for fourteen years. Her research interests include complex cognition and leadership.Kyle van Ittersum is a faculty member in the Organizational Psychology and Human Resources Masters degree program at Angelo State University. He has taught in the Psychology Department at Angelo State University for nine years. His research interests include positive psychology and mindfulness.
• Emeritus Professor Peter. D. Tomlinson
  Journal of Moral Education17 February 2025By Monica J. Taylor Trustee of the Journal of Moral Education Trust
• The value of mortality in cultivating moral virtues: Why AI robots cannot replace human–human relationships
  Journal of Moral Education14 February 2025By Koji Tachibana Faculty of Humanities, The University of Chiba, Chiba, JapanKoji Tachibana studies the notion of virtue through ancient Greek philosophy (especially Aristotle’s ethics), contemporary virtue ethics, Japanese philosophy (especially Japanese virtue ethics), and philosophy of science (especially neuroethics and space ethics).
• Moral education and the psychology of moral discourse
  Journal of Moral Education07 February 2025By Nora Heinzelmann Institute of Philosophy, Heidelberg University, Heidelberg, GermanyNora Heinzelmann has been educated at Munich (MPhil) and Oxford (BPhil) and received her PhD in Philosophy from Cambridge, specialising in moral psychology. She was a postdoc at Munich and Erlangen and a visiting scholar at NYU Philosophy, New York, before joining Heidelberg in 2024.
• Metacognitive awareness and justice experience as predictors of master‘s students’ study burnout in supervision
  Journal of Moral Education05 February 2025By Anne Haarala-Muhonen Liisa Myyry Centre for University Teaching and Learning (HYPE), Faculty of Educational Sciences, University of Helsinki, Helsinki, FinlandAnne Haarala-Muhonen, is a senior lecturer in university pedagogy at the University of Helsinki. Her research focuses on student learning and teaching at the university, for example, pedagogical practices, quality enhancement in the context of higher education, approaches to learning and student wellbeing.Liisa Myyry is a senior university lecturer in university pedagogy at the University of Helsinki in the Centre for University Teaching and Learning. She has the title of docent in social psychology. Her research interests are personal values, moral and adult development, assessment practices, digitalization of teaching and learning in higher education.
• Character development among Ugandan youth: A person-specific approach
  Journal of Moral Education30 January 2025By Roya Abbasi-Asl Dian Yu Jonathan M. Tirrell Natasha Keces Elizabeth M. Dowling Alexa Hasse Margaret Mackin Kirstin Olander Kiana Douglas Patience Kibbedi Jane Wanyama Alistair Sim Jacqueline V. Lerner Richard M. Lerner a Eliot-Pearson Department of Child Study and Human Development, Tufts University, Medford, MA, USAb Department of Psychology, Oklahoma State University, Stillwater, OK, USAc Compassion International, Colorado Spring, CO, USAd Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA, USARoya Abbasi-Asl, Ph.D., is a Research Assistant Professor at the Institute for Applied Research in Youth Development at the Eliot-Pearson Department of Child Study and Human Development at Tufts University. Dr. Abbasi-Asl’s research interests include moral and character development, with a particular focus on both person-specific and variable-focused assessments of these facets of human development. She works on the Compassion International Study of Positive Youth Development, a longitudinal, multi-nation, multi-method evaluation of the youth development programs of Compassion International that seek to promote thriving among youth living in poverty worldwide.Dian Yu, Ph.D., is an Assistant Professor in the Department of Psychology at Oklahoma State University. She was a Research Assistant Professor from 2021 to 2023 at the Eliot-Pearson Department of Child Study and Human Development at Tufts University and a visiting assistant professor at the Department of Psychology in the University of Utah. Dr. Yu is interested in applying dynamic systems and person-specific approaches to the development of self-regulation and related constructs across developmental stages from childhood to adolescence.Jonathan M. Tirrell, Ph.D., is a Research Associate Professor at the Institute for Applied Research in Youth Development at the Eliot-Pearson Department of Child Study and Human Development at Tufts University. Dr. Tirrell’s research interests include moral and character development, with a particular focus on forgiveness and its relation to individual and communal well-being and justice. He works on the Compassion International Study of Positive Youth Development, a longitudinal, multi-nation, multi-method evaluation of the youth development programs of Compassion International that seek to promote thriving among youth living in poverty worldwide.Natasha Keces is a Ph.D. student at the Eliot-Pearson Department of Child Study and Human Development at Tufts University and Research Assistant at the Institute of Applied Research in Youth Development. She’s interested in researching the process in which children’s social and emotional development such as executive functioning and self-regulation is related to educational outcomes.Elizabeth M. Dowling, Ph.D., is a Research Professor at the Eliot-Pearson Department of Child Study and Human Development at Tufts University, and the Deputy Director of the Institute of Applied Research in Youth Development. She helps to manage both domestic and international studies of positive youth development (PYD) as well as the institute’s capacity building efforts with practitioners and early-stage researchers in low- and middle-income countries (LMICs). Dr. Dowling’s research interests include PYD, character virtue development, and better understanding how to effectively and sustainably promote the equitable thriving of the world’s young people.Alexa Hasse is a Ph.D. student at the Eliot-Pearson Department of Child Study and Human Development at Tufts University and Research Assistant at the Institute of Applied Research in Youth Development. Alexa’s research interests include Positive Youth Development, such as character and connection.Margaret Mackin is an MA/Ph.D. student at the Eliot-Pearson Department of Child Study and Human Development at Tufts University and Research Assistant at the Institute of Applied Research in Youth Development. Margy is interested in researching the impact of out-of-school time settings on youth social and emotional development.Kirstin Olander is an MA/Ph.D. student at the Eliot-Pearson Department of Child Study and Human Development at Tufts University and Research Assistant at the Institute of Applied Research in Youth Development. Kirsten is interested in conducting research that can be translated into effective programs which will foster positive youth development and resilience in diverse children, families, and communities within low- and middle-income countries.Kiana Douglas is Program Monitoring and Evaluation Specialist of Compassion International.Patience Kibbedi is Program Monitoring and Evaluation Specialist of Compassion International Uganda Office.Jane Wanyama is Program Monitoring Specialist of Compassion International Uganda Office.Alistair Sim, PhD., is the former leader of Compassion International’s academic research partnerships, overseeing Compassion’s principles and standards for Monitoring Evaluation Research & Learning (MERL). He is passionate about excellence in research and its strategic use to serve people living in poverty. For over 10 years as the director of the Program Effectiveness Research team, Alistair has advocated for the development and use of valid and meaningful measures, data, and rigorous studies of our programs. Prior to joining Compassion, Alistair spent 25 years as a career health sector academic and is a strong advocate for the integration of academia and practice for effective evidence-based child and youth programming.Jacqueline V. Lerner, Ph.D., is a Professor of Applied Developmental and Educational Psychology in the Lynch School of Education and Human Development at Boston College. She studies the positive development of adolescents and young adults in the contexts of family, school and community, and the embedded relationships in these contexts that contribute to overall development. She has published widely in the leading journals in the field and has authored or coauthored several chapters in the leading Handbooks in the field. She has collaborated as the PI or Co-PI on several national and international longitudinal investigations of the positive and character development of youth.Richard M. Lerner, Ph.D., is the Bergstrom Chair in Applied Developmental Science at the Eliot-Pearson Department of Child Study and Human Development at Tufts University, and the Director of the Institute for Applied Research in Youth Development. He is known for his theoretical work on the mutually influential relations between individuals and their settings, as the fundamental basis of life-span human development, and for his use of this approach to developmental theory to describe, explain, and optimize the relations between adolescents and their peers, families, schools, and communities. Among his several honors are the 2013 APA Division 7 Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society, the 2014 APA Gold Medal for Life Achievement in the Application of Psychology, the 2016 ISSBD Award for the Applications of Behavioral Development Theory and Research, the 2017 SRCD Distinguished Contributions to Public Policy and Practice in Child Development award, the 2020 APS James McKeen Cattell Fellow Award for lifetime outstanding contributions to applied psychological research, and the 2021 SSHD Distinguished Lifetime Career Award.
• Rediscovering Taiiku: Exploring the moral philosophy of lifelong physical well-being through physical education and sports in Japan
  Journal of Moral Education30 January 2025By Yosuke Hayashi Faculty of Education, Osaka Kyoiku University, Kashiwara, JapanHayashi Yosuke is associate professor in the Faculty of Education at Osaka Kyoiku University, specialising in the Philosophy of Sports and Physical Education. His recent scholarly interests focus on the Philosophy of Culture and Education, with particular emphasis on Taiiku, a concept that integrates physical activity, sports, and physical education to foster lifelong physical well-being. His academic interests also include the philosophy of education in antiquity from the perspective of the Greek concept of Paideia and Spiritual Exercise. Hayashi has published several scholarly books, including a study on French Philosopher René Descartes (1596–1650), examining Descartes’s views on education and reading. Regarding the philosophy of sports, he is currently interested in cricket.
• Constructing an empathy education system: Values, principles, and approaches
  Journal of Moral Education17 December 2024By Ke Jia Ruolin Kang Yiran Wang Lin Ma Xiuli Liu a College of Education Science, School of Journalism and Communication, Jilin Normal University, Siping, Jilin, Chinab College of Education, Qingdao Hengxing University of Science and Technology, Qingdao, Shandong, Chinac School of Marxism, Beijing Normal University, Beijing, Chinad Department of Primary Education, Fuyang Preschool Education College, Fuyang, Anhui, Chinae School of Psychology, Northeast Normal University, Changchun, Jilin, ChinaKe Jia, a lecturer at Jilin Normal University in China, specializes in the development and enhancement of empathy, as well as in educational management and innovative instructional strategies.Ruolin Kang, a lecturer at Hengxing University of Science and Technology in China, specializes in developmental and educational psychology, as well as the study and practice of educational management and strategies.Yiran Wang, a Ph.D. candidate at Beijing Normal University in China, specializes in philosophy and student moral education.Lin Ma, a lecturer at Fuyang Preschool Education College in China, specializes in developmental and educational psychology, as well as educational management.Xiuli Liu, Professor at the School of Psychology at Northeast Normal University in China, serves as the corresponding author. Her research interests span theory of mind, innovative instructional strategies, and the psychology of developmental processes.
• Enhancing school crisis prevention immunity through moral education: Insights from the framework of social and emotional learning
  Journal of Moral Education17 December 2024By Yayoi Watanabe Department of Psychology, Hosei University, Tokyo, JapanYayoi Watanabe holds a Ph.D. in Education with a focus on the moral development of children and interpersonal behavior. She is currently actively implementing educational practices derived from Social and Emotional Learning (SEL) in schools. She has previously worked at Tsukuba University and Shizuoka University and is currently affiliated with Hosei University. Throughout her career, she has had the opportunity to be a visiting researcher at Harvard University and the University of California, Santa Barbara. Her research and teaching experiences contribute to her ongoing commitment to enhancing children’s moral and social development through innovative educational approaches.
• ‘Good’ citizens or ‘faithful’ Muslims? Contested narratives for citizenship education in Pakistan
  Journal of Moral Education10 December 2024By Nazim Aman-Hunzai Kerry J. Kennedy Zhenzhou Zhao a Department of Curriculum and Instruction, The Education University of Hong Kong, Hong Kongb Department of Business Administration, IQRA University, Karachi, Pakistanc Department of Education and Curriculum Studies, University of Johannesburg, South AfricaNazim Aman-Hunzai has a PhD in Sociology of Education from the Education University of Hong Kong and an MA in Muslim Cultures from Aga Khan University, Institute for Study of Muslim Civilizations London, UK. Dr. Aman-Hunzai was working with the Education University of Hong Kong as a Senior Research Assistant (Associate) and currently teaching as an Assistant Professor at IQRA University Pakistan. He has also worked as a principal of a school in Hunza, Pakistan, and taught as a visiting faculty at three other universities in Pakistan. Dr. Aman-Hunzai’s research interests include citizenship education, Muslim intellectual history, Islamic education and the issues and challenges of development and multiculturalism. He can be contacted at, nazim.aman@gmail.com or alternatively at, nazim.aman@iqra.edu.pkKerry J. Kennedy is the Emeritus Professor and the Advisor Academic Development at the Department of Curriculum and Instruction. He is also a Distinguished Visiting Professor at the University of Johannesburg.His research interests are in curriculum policy and theory with a special interest in citizenship education and Assessment. He is the Editor of Routledge’s Schools and Schooling in Asia Series, the Asia Europe Education Dialogue Series, the Perspectives on Education in Africa Series and his work was internationally recognised in 2012 when he was a co-winner of the Richard Wolf Memorial Award for Educational Research awarded by the International Association for the Evaluation of Educational Achievement (IEA). kerryk@eduhk.hkZhenzhou Zhao is an Associate Professor in the Department of Curriculum and Instruction at the Education University of Hong Kong. Dr. Zhao is interested in researching curriculum innovation and educational change from a citizenship perspective. She has won research grants from the Beijing Municipal Education Commission, the UNICEF, and the General Research Fund (GRF) of the Research Grants Council (RGC) of the Hong Kong Special Administrative Region.Dr. Zhao is an editor of Cogent Education and a member of the International Advisory Board of the British Journal of Religious Education. She also serves on the editorial boards of Gender and Education and Chinese Education and Society. She has published articles in scholarly journals including Citizenship Studies, International Studies in Sociology of Education, British Journal of Religious Education, Gender and Education, Discourse, and Cambridge Journal of Education. She can be contacted at zhaozz@eduhk.hk
• Can schools teach moral and civil courage?
  Journal of Moral Education28 November 2024By Michalinos Zembylas Programme of Educational Studies, Open University of Cyprus, Latsia, Cyprus & Critical Studies in Higher Education Transformation, Nelson Mandela University, Gqeberha, South AfricaMichalinos Zembylas is Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus, Honorary Professor at Nelson Mandela University, South Africa, and Adjunct Professor at the University of South Australia. He holds a Commonwealth of Learning (COL) Chair for 2023–2026. He has written extensively on emotion and affect in education, particularly in relation to social justice, decolonization and politics. His latest books are: Responsibility, Privileged Irresponsibility and Response-ability in Contemporary Times: Higher Education, Coloniality and Ecological Damage (co-authored with Vivienne Bozalek), and Working with Theories of Refusal and Decolonization in Higher Education (co-edited with Petra Mikulan).
• Teaching for sustainability and altruism through project-based learning: A framework and case study
  Journal of Moral Education12 November 2024By Monica Blaisdell Michael Haslip Sinead Meehan Noah Harrington a School of Education, Drexel University, Philadelphia, PA, USAb Teachers College, Ball State University, Muncie, IN, USAMonica Blaisdell is a Ph.D. Candidate at Drexel University’s School of Education. Her research interests include education for sustainable development, climate change education, and youth climate activist identity development.Michael Haslip is an Associate Professor at Drexel University where he directs the Lisa and John McNichol Early Childhood Education Lab. His research investigates character strength application by teachers and children, including strategies to improve children’s social-emotional learning and teacher–child relationships, and how to foster the capacities associated with sustainability citizenship.Sinead Meehan is an Assistant Professor of Early Childhood Education at Ball State University and a Montessori teacher educator. Her research interests include STEM education, K-12 engineering, teacher preparation, and professional development.Noah Harrington is a sustainability education coach and research assistant at Drexel University’s School of Education. His research interests include project-based learning for sustainability.
• Towards posthuman climate change education
  Journal of Moral Education12 November 2024By Karen Elizabeth Jordan Ólafur Páll Jónsson School of Education, University of Iceland, Reykjavík, IcelandKaren Elizabeth Jordan (karen@hi.is) is an adjunct lecturer at the School of Education, University of Iceland. She holds a PhD in Education from the University of Iceland (2022). Her published works include papers and book chapters on environmental and sustainability education in relation to values-, character-, and citizenship education, virtue ethics, and the human-nature relationship.Ólafur Páll Jónsson (opj@hi.is) is a professor of philosophy at the School of Education, University of Iceland. His published works include papers and books on philosophy of education, sustainability education, political philosophy, philosophy of nature, legal philosophy, and critical thinking.
• Beyond voice: Listening and silence in climate change education
  Journal of Moral Education07 November 2024By Keri Facer School of Education, University of Bristol, Bristol, EnglandKeri Facer is Professor of Educational and Social Futures at the University of Bristol and Professor of Public Education at Black Mountains College. Her research is concerned with educational responses to socially and ecologically transformative change – from technological disruption to environmental crises. She co-leads the British Academy ‘Times of a Just Transition’ programme and is co-investigator for the ESRC Centre for Sociodigital Futures at Bristol. She was previously Zennström Chair in Climate Change Leadership at Uppsala University and Leadership Fellow for the AHRC Connected Communities Programme. She is currently setting up a Society for Transformative Conversations in Sweden and exploring the role of time, listening and emotions in enabling new conversations about land futures, in collaboration with colleagues at the Swedish Agricultural University (SLU) in Uppsala.
• Moral stories reading with internal negative reinforcement enhance children’s sharing behavior
  Journal of Moral Education05 November 2024By Haijun Yu Xiaosong Gai Xuan Chen Jie Xu Peipei Zhang a School of Psychology, Northeast Normal University, Changchun, Chinab School of Journalism & Communications, Jilin Normal University, Siping, Chinac Developmental and Educational Psychology, Northeast Normal University, Changchun, ChinaHaijun Yu Ph.D. in Psychology, Northeast Normal University; Associate Professor, Jilin Normal University.Xiaosong Gai, Dean of School of Psychology, Northeast Normal University, China, Professor of Developmental and Educational Psychology, doctoral supervisor. His main research interests are to support students’ independent growth (from the view of Self-Dtermination Theory) and the development and cultivation of youth’s outlook on life.Xuan Chen, Master of Developmental and Educational Psychology, Northeast Normal University; Teacher of Zhengzhou Fifty-seventh Middle School; Research Interests: Children’s Social Learning, Family Parenting.Jie Xu, a doctoral student at the School of Psychology, Northeast Normal University, with research interests in children’s executive functioning and family parenting.Peipei Zhang, M.A. student at the School of Psychology, Northeast Normal University, China, majoring in Developmental and Educational Psychology, with primary research interests in adolescent depression and development.
• ‘Owning’ climate change for moral education
  Journal of Moral Education04 November 2024By Janet Orchard Michael J. Reiss a School of Education, University of Bristol, Bristol, UKb Institute of Education, UCL, London, UKJanet Orchard is an Associate Professor (Reader) and Director of Postgraduate Research at the School of Education, University of Bristol. She is a philosopher of education who takes a comparative interest in relationships between philosophy, religion, ethics and teacher education. She is a Trustee of the Journal of Moral Education Trust and serves on the editorial board of the JME as well as the British Journal of Religious Education (BJRE). She co-edits Professional Reflection, the journal of the National Association of Teachers of RE (NATRE) in England.Michael J. Reiss is a Professor of Science Education at IOE, UCL’s Faculty of Education and Society, University College London, Visiting Professor at the Royal Veterinary College, a member of the Nuffield Council on Bioethics and a Fellow of the Academy of Social Sciences. His research and consultancy interests are principally in science education, sex education and bioethics. Recent books include: McCrory, A. & Reiss, M. J. (2023). The Place of Ethics in Science Education: Implications for Practice, Bloomsbury; Reiss, M. J. & Ruse, M. (2023). The New Biology: A Battle between Mechanism and Organicism, Harvard University Press; Briggs, A. & Reiss, M. J. (2021). Human Flourishing: Scientific Insight and Spiritual Wisdom in Uncertain Times, Oxford University Press; Mazorodze, R. & Reiss, M. J. (2019). He is a Trustee of the Journal of Moral Education Trust and Chair of the JME Editorial Board.
• The impact of varying levels of compassion in ethics education case studies on students’ moral reasoning
  Journal of Moral Education17 October 2024By Nihat Kotluk Roland Tormey a College of Humanities (CDH), École Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerlandb Teaching Support Centre (CAPE), École Polytechnique Fédérale de Lausanne (EPFL), Lausanne, SwitzerlandNihat Kotluk is a learning scientist at the École polytechnique fédérale de Lausanne (EPFL), Switzerland. He teaches and researches in Learning Sciences at EPFL’s College of Humanities (CDH) and Center for Learning Sciences (LEARN).Roland Tormey is Head of the Teaching Support Center (CAPE) at the École polytechnique fédérale de Lausanne (EPFL), Switzerland. He teaches and researches in Learning Sciences at EPFL’s College of Humanities and Center for Learning Sciences (LEARN).
• Self-regulation through storytelling: A demonstration study detailing the educational book Game On for resilience building in early school children
  Journal of Moral Education01 October 2024By Sarah Tillott Gideon de Jong Diarmuid Hurley Faculty of Health, Southern Cross University, Lismore, AustraliaSarah Tillott is a mother, a researcher and teacher, and has university qualifications in the areas of health and education. Sarah is a resilience researcher who has created a series of innovative resilience resources that have demonstrated behaviour change as measured by her PhD. With over ten years of teaching at university, Sarah has built the University of Wollongong’s (UOW) Academic Resilience Framework and has been a recipient of several outstanding teaching and learning awards. In collaboration with the Cronulla Sharks, Sarah aims to facilitate a culture of resilience in the local community.Gideon de Jong began his career as a Registered Nurse in various mental health care units of GGZ Drenthe in the north of the Netherlands and then Arkin in Amsterdam. Prior to moving to Australia in 2016, he held a position as Researcher and Lecturer at the VU University Medical Center (Vrije Universiteit medisch centrum, Amsterdam), Department of Medical Humanities, working on the project “Process and outcomes of Family Group Conferencing in mental health care”. Gideon has a strong interest in mental health research, particularly in family and social network involvement and supported decision-making. He has a Bachelor’s degree in Nursing, a MSc in Educational Sciences and a PhD in Medical Sciences.Diarmuid Hurley’s research interests include sport, exercise, and performance psychology, health psychology, organisational psychology and mental health promotion and prevention in communities. One of the highlights of his career so far was working on the multi-million dollar “Ahead of the Game” mental health promotion and prevention grant, funded by the Movember Foundation in partnership with major sporting and industry partners, such as the Black Dog Institute. As part of this project, Diarmuid educated parents and adolescents in local community sport clubs about the importance of reaching out for help as well as strategies to help others. Currently, he is researching on a diverse range of topics including factors influencing women leadership in healthcare and the influence of social media use on adolescent identity formation and psycho-social health outcomes.
• Purpose development among Finnish adolescents
  Journal of Moral Education19 September 2024By Merja Viljanen Elina Kuusisto Faculty of Education and Culture, Tampere University, Tampere, FinlandMerja Viljanen is a doctoral researcher at the Faculty of Education and Culture, Tampere University, Finland. She has three decades of experience of working with young people and a profound understanding of the world of young people due to her Master’s Thesis in youth work and youth research at the Faculty of Social Sciences, Tampere University. She is eager to explore adolescents’ life purposes and purpose development and find ways to support them in their quest for a meaningful life.Elina Kuusisto is a university lecturer (diversity and inclusive education) at the Faculty of Education and Culture, Tampere University, Finland. She holds the title of Docent (Associate Professor) at the University of Helsinki, Finland. Her research addresses teachers’ professional ethics and school pedagogy, with a special interest in purpose in life, moral sensitivities, and a growth mindset.
• Aretaic considerations of humor
  Journal of Moral Education19 September 2024By Sabrina B. Little Department of Leadership and American Studies, Christopher Newport University, Newport News, VA, USASabrina B. Little is an assistant professor at Christopher Newport University. Her research concentrations are virtue ethics, character education, and moral psychology. She received a doctorate in Philosophy from Baylor University, a master’s degree in Philosophy of Religion from Yale Divinity School, and a bachelor’s degree in Philosophy and Psychology from The College of William and Mary. Sabrina is the author of The Examined Run: Why Good People Make Better Runners (Oxford University Press, 2024).
• Preservice ethics teachers’ perceptions of AI ethics education
  Journal of Moral Education16 September 2024By Aeri Song Junga Ko a Department of Ethics Education, Seowon University, Cheongju, Republic of Koreab Yang-ji Middle School, Sejong, Republic of KoreaAeri Song is an assistant professor in the Department of Ethics Education at Seowon University, South Korea. She earned her Ph. D in Educational Theory and Practice at the University of Georgia in U.S.A. Her research centers on teachers’ perceptions of AI ethics and AI ethics education and their influence on pedagogical decision-making. She is also interested in student-robot interaction and its implications for moral education.Junga Ko is an Ethics Teacher at Sodam Middle School in Sejong, South Korea. She earned her Ph. D in Ethics Education at Seoul National University in South Korea. Her research interests include environmental ethics education; ecological citizenship based on moral agency; and AI ethics education. She is interested in research on applying moral education to various areas of society, believing that morality is the key to solving ethical problems in modern society.
• Sociological contributions to moral education
  Journal of Moral Education09 August 2024By D. I. Walker Educational Studies, The University of Alabama, Tuscaloosa, AL, USAD. I. Walker is Professor in the Educational Studies Department at the University of Alabama. He is also Director of the Center for the Study of Ethical Development. Dr. Walker’s research focuses on moral and character development and education.
• Educational research and the ongoing quest for justice:
  Journal of Moral Education09 August 2024By David T. Hansen Teachers College, Columbia University, New York, NY, USADavid T. Hansen is the John L. & Sue Ann Weinberg Professor in the Historical and Philosophical Foundations of Education at Teachers College, Columbia University. His scholarship has focused on the philosophy and practice of teaching and of teacher education, on moral and ethical dimensions of education, on the nature of values and inquiry, and related themes. He has addressed connections between cosmopolitanism as an outlook on the human condition and the practice of education, and at present is drawing out the ramifications of ‘bearing witness’ as an orientation toward teaching and teachers. Hansen is a Past-President of the John Dewey Society and of the Philosophy of Education Society, and is a Fellow of the American Educational Research Association.
• The moral and political dimensions of education: Response to Hansen
  Journal of Moral Education09 August 2024By Wiel Veugelers Department of Education, University of Humanistic Studies, Utrecht, The NetherlandsWiel Veugelers is emeritus professor of education at the University of Humanistic Studies in Utrecht. His teaching and research focuses on theory, policy and practice of moral education and citizenship education. He is associate editor of the Journal of Moral Education and editor of the Brill book series Moral Development and Citizenship Education.
• The moral role models scale: Assessing connections to and functions of moral exemplars
  Journal of Moral Education09 August 2024By Elise Murray Dykhuis Sara Etz Mendonça Michael Lamb Eranda Jayawickreme a Simon Center for the Professional Military Ethic & Department of Mathematical Sciences, United States Military Academy, Winston-Salem, NC, USAb Department of Psychology & Program for Leadership and Character, Wake Forest University, Winston-Salem, NC, USAc Interdisciplinary Humanities Program & Program for Leadership and Character, Wake Forest University, Winston-Salem, NC, USAElise Murray Dykhuis is an assistant professor at the United States Military Academy at West Point. Her research focuses on the measurement and evaluation of character development, intellectual humility, and developmental metatheory, particularly in higher education contexts.Sara Etz Mendonca is a Visiting Assistant Professor in the Department of Psychology and a Research Affiliate at Wake Forest University. Her research focuses on character development (e.g. purpose, gratitude, intellectual humility, and compassion), character interventions, particularly examining the power or moral exemplars to foster growth, and posttraumatic growth.Michael Lamb is the F. M. Kirby Foundation Chair of Leadership and Character, Executive Director of the Program for Leadership and Character, and Associate Professor of Interdisciplinary Humanities at Wake Forest University. He is also an Associate Fellow of the Oxford Character Project. He is the author of A Commonwealth of Hope: Augustine’s Political Thought and a co-editor of Cultivating Virtue in the University and Everyday Ethics: Moral Theology and the Practices of Ordinary Life.Eranda Jayawickreme is the Harold W. Tribble Professor of Psychology and Senior Research Fellow at the Program for Leadership and Character at Wake Forest University. His research interests include understanding post-traumatic growth in terms of personality change, the conceptualization and assessment of character traits, and theories of personality dynamics.
• School for sedition? Climate justice, citizenship and education
  Journal of Moral Education02 August 2024By Elizabeth Cripps Department of Politics and International Relations, University of Edinburgh, Edinburgh, UKDr Elizabeth Cripps (elizabethcripps.weebly.com) is a philosopher, writer, and activist. She is a senior lecturer in political theory at the University of Edinburgh, and has published widely in peer-reviewed outlets on climate justice, individual moral duties, and parental responsibilities. She has also done extensive media work and written two philosophy books for a general audience: What Climate Justice Means and Why We Should Care (Bloomsbury, 2022) and Parenting on Earth: A Philosopher’s Guide to Doing Right by Your Kids – and Everyone Else (MIT Press, 2023).
• Austrian secondary school teachers’ views on character education: Quantitative insights from a mixed-methods study
  Journal of Moral Education26 July 2024By Evelyn Kropfreiter Roland Bernhard Tiarnach McDermott a School of Education, University of Salzburg, Salzburg, Austriab Center for School Development and Leadership, University College of Teacher Education Vienna/Krems, Wien, Austriac Department of Education, University of Oxford, Oxford, UKEvelyn Kropfreiter is a PhD candidate at the University of Salzburg. She has extensive experience as a secondary school teacher and is dedicating herself to school quality and school development. For five years, she has been a Mentor for preservice teachers. Her research interests include character education and school quality improvement.Roland Bernhard is Professor for School Improvement and Leadership at the University College of Teacher Education Vienna/Krems. He previously served as a Visiting Professor at the University of Vienna, a Postdoctoral Research Fellow at the University of Salzburg and as Postdoctoral Visiting Research Fellow at the University of Oxford. He has conducted extensive empirical research in schools in Austria and England, resulting in the publication of numerous peer-reviewed articles and several books. He has also taught at two different schools. As leader of the funded project “School Quality and Teacher Education”, his work has influenced school quality development and teacher education in Austria and Wales. His research interests include school improvement and leadership, character education, history education and teacher education.Tiarnach McDermott is a doctoral graduate in Education from the University of Oxford, presently a mainstream primary-level teacher in Ireland. He has contributed to a diverse range of national and international research projects concerning areas including inclusive education; oral language development; classroom teaching and instruction, school effectiveness; child-computer interaction; and educational research practices. His research interests include issues related to child-computer interaction, early literacy and numeracy, assessment, research and publication practices, and advanced quantitative methods.
• Reading the Nicomachean Ethics with Goffman
  Journal of Moral Education26 July 2024By Daniel Moulin Faculty of Education, University of Cambridge, Cambridge, UKDaniel Moulin is Fellow of Jesus College, Cambridge and Associate Professor in the Faculty of Education, University of Cambridge.
• Integrating principled innovation as a character development framework in education coursework
  Journal of Moral Education04 July 2024By Shyla González-Doğan Teresa S. Foulger Ashleigh M. King Educational Studies, Arizona State University, Tempe, AZ, USAShyla González-Doğan is an assistant professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College at Arizona State University. Much of her research focuses on the experiences of immigrants, refugees, or those of the first generation. She also has a strong interest in identity formation, practices of inclusion and exclusion, and Islamic education.Teresa S. Foulger is an associate professor of educational technology in the Mary Lou Fulton Teachers College at Arizona State University. She has expertise in leading educational transformation and seeks to advance the use of technology for learning. Her research interests include technology integration and technology infusion in teacher preparation, professional development, and organizational change.Ashleigh M. King is the Arizona State University site coordinator for students seeking their master’s degree in elementary education and teacher certification through a 15-month accelerated program. She developed an innovative program, the Technology Infusion Experience, to bring training and technology to teacher candidates and mentor teachers. Ms. King has her master’s degree in educational administration, a reading instruction endorsement, structured English immersion endorsement, cross categorical K-12 special education certification, and undergraduate degrees in English composition with an emphasis in comparative religion.
• Personal knowledge: Teaching place-based religious ethics for a climate emergency
  Journal of Moral Education03 July 2024By Jeremy H. Kidwell Theological Ethics, University of Birmingham, Birmingham, UKJeremy H. Kidwell is Associate Professor in Theological Ethics at the University of Birmingham. His research in ethics seeks to engage contemporary moral issues with experimental methodologies drawn from activist studies and everyday religion.
• The university bundle: Unpacking the sources of undergraduate moral socialization
  Journal of Moral Education29 June 2024By Miloš Broćić Andrew Miles a Department of Sociology, McGill University, Montreal, QC, Canadab Department of Sociology, University of Toronto, Mississauga, CanadaMiloš Broćić is an Assistant Professor of Sociology at McGill University. His research lies at the intersection of political sociology, culture, and sociological theory, with a particular focus on the social formation of moral orientations and its relation to political conflict.Andrew Miles is an Associate Professor of Sociology at the University of Toronto. His work lies at the intersection of the sociology of culture, social psychology, and moral and cognitive psychology. His research focuses on the social development of different moral cultures, the role moral constructs like values and identities play in predicting behavior, and the effects of moral behavior on emotions. He also studies how cognitive processes affect action and has an abiding love for learning and teaching quantitative methods.
• Brazilian children’s theories of empathy: Exploring character through art
  Journal of Moral Education28 June 2024By Kurt Shaw Rita de Cácia Oenning da Silva Usina da Imaginação, Florianópolis, BrazilKurt Shaw studied philosophy at Williams and classics at Harvard, but his real education came from two years in Central American refugee camps and Colombian slums, where he found poor and marginalized people more compelling thinkers than many academic philosophers. He developed the world’s largest network of grass-roots organizations serving street kids, directed the first feature film made entirely by ex-child soldiers, produced an indigenous telenovela in Bolivia, and directed the first fictional film in the Amazonian Tukano language. His feature film The Princess in the Alleyway, won world’s best film of 2017 by the Subversive Cinema Society.Rita de Cácia Oenning da Silva was born to a large farming family in southern Brazil, where she learned to appreciate the mysteries of nature: something that continues to animate her work and research with children. Her ethnographic research examines how children are protagonists of narratives and performances. After years teaching in the university, she later moved into non-profits. She has directed many films, including The Princess in the Alleyway (2017), The other side of the other (2019), Wuitina Numiá (2021), and the upcoming Aiurê
• Effectiveness of forgiveness education with adolescents in Iran: Increasing the positive psychology of empathy, altruism, and willingness to forgive
  Journal of Moral Education28 June 2024By Bagher Ghobari Bonab Mohamad Khodayarifard Ramin Hashemi Geshnigani Behnaz Khoei Fatemeh Nosrati Jacqueline Y. Song Robert D. Enright a School of Psychology and Education, University of Tehran, Tehran, Iranb School of Education, University of Notre Dame, Notre Dame, Australiac International Doctoral School, Universidad Francisco de Vitoria, Madrid, Spaind International Forgiveness Institute, Inc, Madison, WI, USAe Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI, USABagher Ghobari Bonab is a Professor of Psychology of Exceptional Children at the University of Tehran. He holds a license to practice from the Psychology and Counselling Organization, Islamic Republic of Iran. He was given a Distinguished Instructor Award at his university. Dr. Ghobari is one of the pioneers in developing and using a model to integrate spirituality in psychotherapy to enhance effectiveness of treatment protocols. He has been ranked as one of the outstanding publishers in the field of humanities in Iran and the Islamic world by ISC in 2016 and 2023.Mohammad Khodayarifard is a Professor of Clinical Child Psychology at the University of Tehran. His main research interests focus on psychology of religion, positive psychology, psychotherapy, and international interdisciplinary research. He served also as the Dean of the Faculty of Psychology and Education from 2016 to 2018. He has authored 19 books.Ramin Hashemi Gheshnigani holds a MA in Counseling Psychology. He has been helping Dr. Ghobari as a Research Assistant for more than 6 years. He has conducted workshops in foster care attachment for individuals deprived from having appropriate parenting figures.Behnaz A. Khoei currently teaches at the University of Notre Dame in Australia. She also holds position at the University of New Castle as an ELicos teacher. She is author of “The Emptiest Arms,” a poignant love story.Fatimah Nosrati is an Associated Professor of Clinical Child Psychology at the University of Tehran. Her main research interests focus on psychology of religion, spirituality, educational methods, and international interdisciplinary research. She served as the Dean of the office of Alumni of University of Tehran from 2020 to 2022. She has authored 11 books.Jacqueline Song is the program director of the International Forgiveness Institute in the United States. She currently is a doctoral student at the University of Francisco de Vitoria in Madrid, Spain. She is the author of 20 publications centered on the measurements of forgiveness, Forgiveness Therapy, and forgiveness education. Her research focus is on forgiveness interventions in correctional institutions, people without homes, and road rage issues.Robert Enright holds the Aristotelian Professorship in Forgiveness Science within the Department of Educational Psychology at the University of Wisconsin-Madison and is a founding board member of the International Forgiveness Institute, Inc. in Madison, Wisconsin in the United States. His colleagues and he were the first to publish an empirically-based article on person-to-person forgiveness in 1989.
• Contextualizing climate change education: taking nature seriously
  Journal of Moral Education19 June 2024By Michael Bonnett Independent Scholar, Formerly Cambridge University, Cambridge, UKMichael Bonnett is currently an independent scholar who has held senior teaching and research positions in the UK universities of Cambridge, London, and Bath. Formerly chair of the editorial board of the Cambridge Journal of Education, he has published widely in the field of philosophy of education giving particular attention to ideas of learning, thinking, personal authenticity and the character of the teacher-pupil relationship in education. His book Children’s Thinking: Promoting Understanding in the Primary School (1994, Cassell) explored the importance of poetic thinking for education. More recently, his focus has been on aspects of sustainability and environmental education, including developing a phenomenology of nature and ways in which human consciousness is inherently environmental. His book Retrieving Nature. Education for a Post-Humanist Age was published in 2004 by Blackwell, followed by an edited collection Moral Education and Environmental Concern published in 2014 by Routledge. His most recent book Environmental Consciousness, Nature and the Philosophy of Education. Ecologizing Education was published by Routledge in 2021.
• Teaching to transgress through residential education: Nurturing pedagogical innovation to tackle the climate and nature emergencies in higher education
  Journal of Moral Education18 June 2024By Robbie Nicol Pete Higgins a Place-Based Education, University of Edinburgh, Edinburgh, UKb Outdoor and Environmental Education Section, Moray House School of Education and Sport, University of Edinburgh, Edinburgh, UKRobbie Nicol is Professor of Place-Based Education at the University of Edinburgh.Pete Higgins is Professor of Outdoor, Environmental, and Sustainability Education at the University of Edinburgh.
• A new paradigm of moral education and civic engagement? A sociological institutionalist interpretation of multiculturalism among Taiwanese youth
  Journal of Moral Education12 June 2024By Ming-Lun Chung Ken Ka-Wo Fung a Department of Civic Education and Leadership, National Taiwan Normal University, Taipei, Taiwanb Department of Social Work, Soochow University, Taipei, TaiwanMing-Lun Chung is an assistant professor at the Department of Civic Education and Leadership at the National Taiwan Normal University in Taiwan. He received his Ph.D. from the University of Sheffield in 2017. His current research is focusing on the relationship between youth policing perception, political participation and their subjective wellbeing in line with social dimensions such as social capital and SES, especially in Taiwan and Hong Kong.Ken K.W. Fung obtained his PhD in Social Policy and Social Work from the University of York. He is now Assistant Professor at the Department of Social Work, Soochow University, Taiwan. He completed his Post-doctoral Fellowship at Hong Kong Baptist University and the Education University of Hong Kong. His research interests encompass different areas including health care and welfare studies. Prior to his academic career, he served in the legislature of Hong Kong as a policy researcher for five years.
• The compatibility of character education and citizenship education in Aristotelian approaches to moral development
  Journal of Moral Education03 June 2024By Yun-Chieh Lu School of Education, University of Birmingham, Birmingham, UKLu Yun-Chieh is a Ph.D. candidate in the School of Education at the University of Birmingham, UK. Yun-Chieh’s research focuses on multiculturally sensitive character education. Her research aims to build the bridge between different fields of knowledge from ethics, character education, citizenship education and cultural theories, and to construct a multiculturally sensitive model of character education to promote students’ well-being.
• Metachangemaking: An interdisciplinary synthesis of research on cultivating changemakers
  Journal of Moral Education03 June 2024By Brandon M. Reynante John E. Wilcox Oliver L. Stephenson Falk Lieder Chris Lacopo a Haas Center for Public Service, Stanford University, Stanford, CA, USAb Department of Psychology, Columbia University, New York, NY, USAc Division of Geological and Planetary Sciences, California Institute of Technology, Pasadena, CA, USAd Department of Psychology, University of California, Los Angeles, CA, USAe Graduate School of Education, Stanford University, Stanford, CA, USABrandon Reynante is the Director of Community Engaged Learning in Sustainability at Stanford University. He earned a PhD in learning sciences and technology design from the Stanford Graduate School of Education.John Wilcox is an Adjunct Professor of Psychology at Columbia University. He earned a PhD in philosophy and psychology from Stanford University.Oliver Stephenson is an independent researcher. He earned a PhD in geophysics from the California Institute of Technology.Falk Lieder is an Assistant Professor of Psychology at the University of California, Los Angeles, where he directs the Rational Altruism Lab. He earned a PhD in neuroscience from the University of California, Berkeley.Chris Lacopo is an Academic and Career Advisor at the Parsons School of Design – The New School. He earned an MA in policy, organization, and leadership studies from the Stanford Graduate School of Education.
• Ecologising moral education in the anthropocene: Learning to be authentic non-self
  Journal of Moral Education23 May 2024By Ruyu HungEducation, National Chiayi University, Chiayi, TaiwanRuyu Hung is Distinguished Professor of Philosophy of Education, Department of Education, National Chiayi University, Taiwan. Her research areas include ecopedagogy, educational ethics and aesthetics, with special approaches in deconstruction, phenomenology, and intercultural comparative studies.
• Sociology and moral character: Diagnostic, agnostic, or gnostic?
  Journal of Moral Education22 May 2024By Steven HitlinDepartment of Sociology & Criminology, University of Iowa, Iowa City, IA, USASteven Hitlin is Professor of Sociology & Criminology at The University of Iowa. His work spans morality, social psychology, and the life course, and he is the co-author of The Science of Dignity (Oxford University Press, 2023).
• Virtue ethics embedded: Aristotelianism in the post-war Japanese moral education
  Journal of Moral Education20 May 2024By Koji TachibanaFaculty of Humanities, Chiba University, Chiba, JapanKoji Tachibana studies the concept of virtue through ancient Greek philosophy (esp. Aristotle’s ethics), contemporary virtue ethics, Japanese philosophy, and philosophy of science (esp. neuroethics and space ethics).
• Classical music as ethical practice: A professional perspective
  Journal of Moral Education02 May 2024By Chiara PalazzoloLisa Giombinia Honors College, University of Tulsa, Tulsa, OK, USAb Department of Philosophy, Communication, and Performing Arts, Roma Tre University, Rome, ItalyChiara Palazzolo is a postdoctoral research fellow at the Honors College of the University of Tulsa, (USA), specializing in ethics and music. Previously, she held a postdoctoral position at Roma Tre University. Her doctoral dissertation, ‘Music as Vocation: Ethics and Role Responsibility of the Interpreter,’ explored the role responsibility of musical performers and the ontological presuppositions supporting such responsibility in the realm of Western classical music. Additionally, she is a professional soprano, having graduated from the Conservatory of Parma. Her current research investigates the philosophy and psychology of musical learning and its implications for the virtuous character development. She applies this theory to professional contexts, such as the practice of Western Classical Music, focusing specifically on musical agency, as well as to other educational and professional contexts, encompassing the cultivation of motivation, discipline, and practical wisdom more broadly.Lisa Giombini is a Research Fellow in Aesthetics at Roma Tre University (Italy), within the Department of Philosophy, Communication, and Performing Arts. She is a member of various philosophical associations in the field of aesthetics and is currently the Secretary General of the International Association for Aesthetics (IAA). Besides a long-term interest in the philosophy and ontology of music, Lisa’s current research focuses on the ethics of cultural heritage conservation, everyday aesthetics, and environmental aesthetics. She is the author of Musical Ontology: A Guide for the Perplexed (2017) and co-editor of Applying Aesthetics to Everyday Life: Methodologies, History, and New Directions (2023) and The Routledge Companion to the Philosophy of Architectural Reconstruction (2024).Both authors contributed equally to the conception and development of this work, and reviewed and approved the final manuscript. However, Chiara Palazzolo authored the following sections: 1. Role Responsibility in Professional Ethics; Phronesis as Deliberative Virtue; 2. Phronesis in Musical Performance. Lisa Giombini authored the following sections: Introduction; 2. The Performer’s Role and Their Responsibilities; 3. Value in Musical Performance; Conclusion.
• The social and moral ecology of education for flourishing
  Journal of Moral Education23 April 2024By Matthew T. Leea Institute for Studies of Religion, Baylor University, Waco, TX, USAb Human Flourishing Program, Harvard University, Cambridge, MA, USAMatthew T. Lee, Ph.D., is Professor of the Social Sciences and Humanities at the Institute for Studies of Religion at Baylor University. He is also Director of the Flourishing Network at the Human Flourishing Program in the Institute for Quantitative Social Science at Harvard University, where he is appointed as a Research Associate. He serves as a Distinguished Visiting Scholar of Health, Flourishing, and Positive Psychology at Stony Brook University’s Center for Medical Humanities, Compassionate Care, and Bioethics and also as a Visiting Scholar at the Benson-Henry Institute for Mind Body Medicine at Massachusetts General Hospital. His most recent books are Measuring Well-Being: Interdisciplinary Perspectives from the Social Sciences and the Humanities (Oxford University Press, 2021) and Transcending Crisis by Attending to Care, Emotions, and Flourishing (Routledge, 2023).
• Analyzing socioscientific issues-based instruction studies focusing on character and value development: A systematic review
  Journal of Moral Education23 April 2024By Nejla AtabeyMustafa Sami Topçua Department of Elementary Education, Muş Alparslan Univetsity, Muş, Türkiyeb Department of Mathematics and Science Education, Yıldız Technical University, Istanbul, TürkiyeNejla Atabey is an Associate Professor in the Department of Elementary Education at Muş Alparslan University, Türkiye. She completed her undergraduate education in Science Education from 9 Eylul University, Türkiye, and master's and Ph.D. in Science Education from Muğla Sıtkı Koçman University. Her research interests include socioscientific issues, argumentation, and informal reasoning.Mustafa Sami Topçu is a Professor of Science Education in the Department of Mathematics and Science Education at Yıldız Technical University, Istanbul, Türkiye. He received a Ph.D. in Science Education from Middle East Technical University, Türkiye. His research interests are socio-scientific issues, argumentation, community-based engineering designs, and computational thinking.
• Responding to the moral complexities of climate change education through intergenerational dialogue in teacher education
  Journal of Moral Education26 March 2024By Elizabeth A. C. RushtonFaculty of Social Sciences, University of Stirling, Stirling, UKElizabeth A. C. Rushton is Professor in Education and Head of the Education Division, Faculty of Social Sciences, University of Stirling, Scotland. Previously she has worked as a geography teacher educator at King’s College London, England. She is a qualified secondary school geography teacher, having taught in schools in England. Her research is focused in geography and science education, specifically teacher education, student participation in research and decision-making and, climate change and sustainability education.
• Manifestations of purpose in life among Finnish student teachers
  Journal of Moral Education07 March 2024By Joona MobergElina KuusistoFaculty of Education and Culture, Tampere University, Tampere, FinlandJoona Moberg is a Master of Arts specialising in Lifelong Learning and Education who graduated from the Faculty of Education and Culture, Tampere University, Finland. His master’s thesis investigated how purpose manifests among purposeful Finnish student teachers. In 2021 he worked as a research assistant on the RESET research group focused on developing pedagogical tools that foster expansive learning and in 2023 on the CRITICAL project designing and conducting a multimodal research pilot that investigated student teachers’ graphic literacy skills. He is interested in enhancing teachers’ and education professionals’ agency by developing higher education in a more purpose and civic engagement-oriented direction.Elina Kuusisto is a University Lecturer (diversity and inclusive education) at the Faculty of Education and Culture, Tampere University, Finland. She holds the title of Docent (Associate Professor) at the University of Helsinki, Finland. In 2018-2019, she worked as an Associate Professor at the University of Humanistic Studies, The Netherlands. Her academic writing deals with teachers’ professional ethics and school pedagogy, with a special interest in purpose in life, moral sensitivities, and a growth mindset.
• Transmission, transactional and reflection model: An approach to implementation of citizenship education in Kenya
  Journal of Moral Education22 February 2024By Rodgers DingiliKefa Simwa Lidundua Department of Curriculum and Instruction, Kaimosi Friends University, Kaimosi, Kenyab Department of Educational Foundations, Moi University, Eldoret, KenyaDingili Rodgers is a part time lecturer of History Pedagogy at the Department of Curriculum and Instruction, Kaimosi Friends University (KAFU). He holds a PhD in Curriculum Studies and a Master of Education in History Education both from Moi University. Dr. Dingili is a researcher who is well versed in educational research and has extensively been engaged in article review as a reviewer for Science Journal of Education (SJEDU). He has presented papers in conferences and published articles in refereed journals. His academic interests are in Curriculum Studies, Social Studies, Citizenship Education and History pedagogy.Kefa Lidundu Simwa is an Associate Professor of History of Education at the Department of Educational Foundations, Moi University, Kenya. He supervises, researches, and writes about curriculum theory, history education, citizenship education and teacher education in general. He is also the Director of the Institute of Gender, Diversity and Peace Studies and the Executive Secretary of the African Network of Internationalisation of Education (ANIE).
• Should we stop talking about empathy?: Virtual reality, refugee children and the ethics of technology-mediated moral education
  Journal of Moral Education21 February 2024By Nomisha KurianBasma Hajira Faculty of Education, University of Cambridge, Cambridge, UKb Department of Education, University of Bath, Bath, UKNomisha Kurian is a University of Cambridge Teaching Associate and Postdoctoral Bye-Fellow at Churchill College. She specialises in child wellbeing, the ethics of technology, and education in humanitarian and development settings. She co-chairs the Cambridge Wellbeing and Inclusion in Education Special Interest Group at the Cambridge Faculty of Education, where she completed her PhD.Basma Hajir is a Lecturer in Education at the University of Bath. She received her PhD from the University of Cambridge. Basma’s research interests lie in Education, Conflict and Peacebuilding, Higher Education, Education in Emergencies, and post-colonial and de-colonial theories.
• David Carr at eighty: Fifty years of dedication to academic research and teaching about philosophy of (moral) education
  Journal of Moral Education19 February 2024By Doret de RuyterUniversity of Humanistic StudiesDoret de Ruyter is professor of Philosophy of Education at the University of Humanistic Studies since June 2018. Before that time she held a similar chair at the Vrije Universiteit in Amsterdam for 15 years. She was president of the Association for Moral Education from November 2019 till August 2022.
• Special issue on exemplars and emulation in moral education: Guest editorial
  Journal of Moral Education19 February 2024By Emerald HendersonSchool of Education, University of Birmingham, Birmingham, UKEmerald Henderson is a PhD student in the School of Education at the University of Birmingham. She holds a BA in Philosophy and PGCE from King’s College London, and an MA in Applied Ethics from Utrecht University. Prior to embarking on her academic career, she taught for nine years – as Head of Philosophy and Head of Eudaimonia – an experience which informs her enduring interest in neo-Aristotelian character education. Presently, her research concerns the philosophy and psychology of emulation qua role modelling and its implications for virtuous character development. She applies this theorising to professional contexts, such as teaching.
• Cultivating virtue literacy in visual arts classes: Reflection on a fine-arts intervention aimed at moral education in a lower-secondary school in Iceland
  Journal of Moral Education21 December 2023By Ingimar Ólafsson Waagea Department of Art Education, Iceland University of the Arts, Reykjavik, Icelandb School of Education, University of Iceland, Reykjavík, IcelandIngimar Ólafsson Waage is a visual artist, assistant professor and programme director in the Department of Arts Education at Iceland University of the Arts.
• Laying the foundations of phronesis (practical wisdom) through moral dilemma discussions in Chinese primary schools
  Journal of Moral Education20 December 2023By Yan HuoHongyan ChengJin Xiea Academy of Future Education, Xi’an Jiaotong Liverpool University, Suzhou, Chinab School of Education, Central China Normal University, Wuhan, Chinac Center for Youth Moral Education, Tsinghua University, Beijing, ChinaYan Huo is an Assistant Professor at the Academy of Future Education at Xi’an Jiaotong-Liverpool University and Guest Research Fellow at Tsinghua University Center for Youth Moral Education. She was a postdoc at Tsinghua University for three years, where her research focus was on youth moral development and character education in the school context.Prior to that, Huo obtained her PhD in the UK and followed by one year of working experience as a Research Fellow at the University of Birmingham, where her research focus was on Aristotelian character education (moral virtues) and how to measure character strengths. Dr Huo’s research orientation can be summarized as the application and practical exploration of moral philosophies (virtue ethics) combined with educational and psychological theories, with special emphasis on the concept of character and virtues in moral education.Hongyan Cheng is a Full Professor at the School of Education at the Central China Normal University. She is also the Deputy Director of the Institute for Moral Education, which is a key research base for humanities and social sciences in Hubei Province; the Institute was approved by the Hubei Provincial Department of Education in 2014.Dr Hongyan’s research area is moral education, philosophy of education and educational reform in China. In particular, she is interested in elementary school education and its balanced development; the characteristic of her research can be summed as bridging the gap between theory and practice; in terms of her research methodology, she pays close attention to the application of empirical research and classical reading.Jin Xie is the Director at the Center for Youth Moral Education at Tsinghua University. She is also the Associate Professor in Research and the Deputy Dean of School of Public Policy and Management at the same University.Prior to that, Jin Xie served as the Senior Coordinator in the President Office for the period of five years and Coordinator and Instructor in the Students Affairs Office for the period of six years in Tsinghua University. Dr Jin Xie’s main research interests are University Governance; Students’ Experience; Career Guidance; Human Resources Management; Moral Education.
• Towards a critical character education using virtue ethics philosophy and Bourdieu’s sociology
  Journal of Moral Education20 December 2023By David Ian WalkerEducational Psychology, University of Alabama, Tuscaloosa, AL, USADavid Ian Walker is Professor in the Educational Psychology Program at the University of Alabama. He is also Director of the Center for the Study of Ethical Development. Dr. Walker’s research focuses on moral and character development and education.
• Mentorship programs in schools: Bridging the Character Education Gap
  Journal of Moral Education13 December 2023By Barbara WhitlockMontrose School, Medfield, MA, USABarbara Whitlock is a long-term educator and mentor who serves as Director of Upper School at the Montrose School in the Boston area, USA. She earned her MA in Character Education through the University of Birmingham and her BA in Political Science and Journalism from Rider University. This paper is an adaptation of her dissertation for the MA in Character Education Program (2022).
• ‘Those moments are ineffable’. How creativity experienced through the Arts promotes empathy and compassion
  Journal of Moral Education08 December 2023By Melissa CainNational School of Education, Australian Catholic University, Brisbane, Queensland, AustraliaMelissa Cain is a Senior Lecturer and National Head of Secondary Education in the National School of Education at Australian Catholic University. Melissa’s research areas are creative Arts education and inclusive education. Melissa’s current research centres on facilitating full access to the Australian Curriculum (academic, social, emotional, and physical) for students with disability, and supporting students with blindness and low vision in mainstream schools.
• Can exposure to specific acts of compassion and courage elicit moral elevation and related motives?
  Journal of Moral Education04 December 2023By Joanna G. FaganKatrina HenleyShalet PunnooseAdam P. McGuirea Department of Psychology and Counseling, The University of Texas at Tyler, Tyler, TX, USAb VISN 17 Center of Excellence for Research on Returning War Veterans, Waco, TX, USAc Department of Psychology and Counseling, Central Texas Veterans Health Care System, Temple, TX, USAAdam McGuire is an Assistant Professor in the Department of Psychology and Counseling at the University of Texas at Tyler and an Investigator at the VISN 17 Center of Excellence for Research on Returning War Veterans in Waco, TX.Joanna Fagan is a doctoral student in the Department of Psychology and Counseling at the University of Texas at Tyler.Katrina Henley is a former undergraduate student in the Department of Psychology and Counseling at the University of Texas at Tyler.Shalet Punoose is a former graduate student in the Department of Psychology and Counseling at the University of Texas at Tyler.
• Enduring aspirations and moral learning: A longitudinal study of U.S. College students
  Journal of Moral Education14 November 2023By Anne ColbyNhat Quang LeHeather MalinStanford Graduate School of Education, Stanford, CA, USAAnne Colby is Adjunct Professor of Education at Stanford University. Previously, she was director of the Murray Research Center at Harvard University and Senior Scholar at the Carnegie Foundation for the Advancement of Teaching. Colby is the author of nine books, including The Power of Ideals; Educating Citizens; and Rethinking Undergraduate Business Education, which won AAC&U’s Frederick Hess Award. She also received the Association for Moral Education’s Kuhmerker Award and was named a 2017 Influencer on Aging for research on purpose in older adults. She holds a BA from McGill University and a PhD from Columbia University.Nhat Quang Le is a research assistant at the Stanford Graduate School of Education. He earned a BS in psychology and social action from Palo Alto University and an MA in experimental psychology from San Jose State University.Heather Malin is director of research at the Stanford University Center on Adolescence. Her work focuses on how young people develop purpose and on the application of this research to educational practice. She is the author of Teaching for Purpose: Preparing Students for Lives of Meaning and numerous articles on youth purpose. She holds a BA from Sarah Lawrence College, a masters degree and teaching credential from Columbia University Teacher’s College, and a PhD in education from Stanford University.
• Using cinema to enhance moral reasoning and cognitive complexity of Amazonian indigenous leaders
  Journal of Moral Education13 November 2023By Susana FrisanchoJorge VillalbaEnrique DelgadoJoseph Medranoa Research Group on Cognition, Learning and Development, Department of Psychology, Pontificia Universidad Católica del Perú, Lima, Perúb Department of Psychology, Pontificia Universidad Católica del Perú, Lima, PerúSusana Frisancho PhD. in Developmental Psychology from Fordham University, New York. M.A. in Psychology and B.A. in Educational Psychology from Pontificia Universidad Católica del Perú. Full Professor of the Psychology Department of the Pontificia Universidad Católica del Perú. Coordinator of the Research Group on Cognition, Learning and Development of the Psychology Department of the Pontificia Universidad Católica del Perú. Her research includes topics such as moral and cognitive development of Amazonian indigenous people, the teaching of citizenship and moral education in school.Jorge Villalba Garcés holds a degree in Educational Psychology from the Pontificia Universidad Católica del Perú (PUCP) and is a member of the Research Group on Cognition, Learning and Development of the Psychology Department of the same university. Her research focuses on cognitive and moral development, as well as the relationship between psychology of moral development and moral philosophy.Enrique Delgado Doctor in Philosophy and Master in Psychoanalytic Psychotherapy (Universidad Complutense de Madrid). Degree in Psychology and professor at the Pontificia Universidad Católica del Perú. Member of the Research Group on Cognition, Learning and Development. His research interests include moral education, indigenous peoples, gender and psychoanalysis.Joseph Medrano Psychology graduate from Pontificia Universidad Católica del Perú with research interests in learning, moral development and motivation.
• Enhancing moral sensitivity in the aftermath of academic misconduct: Results from a quasi-experimental field study
  Journal of Moral Education07 November 2023By Jason M. StephensTricia Bertram Gallanta Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealandb Academic Integrity Office, University of California, San Diego, CA, USAJason M. Stephens is an Associate Professor in the School of Learning, Development and Professional Practice at the University of Auckland. His primary research interests include human motivation, moral functioning, cheating behavior, and the promotion of academic integrity during adolescence.Tricia Bertram Gallant is the Director of the Academic Integrity Office and Triton Testing Center at the University of California, San Diego. Her primary research interest centers on academic integrity as a teaching and learning issue, which means she explores how pedagogy and assessment design can enhance learning and reduce cheating, as well as how students can learn from the experience of cheating.
• Demystifying character education for the Singapore context
  Journal of Moral Education27 September 2023By Jasmine B.-Y. SimPhilip H.-H. Thama National Institute of Education, Nanyang Technological University, Singapore, Singaporeb School of General Studies, Columbia University, New York, USAJasmine B.-Y. Sim is an Associate Professor in the Policy, Curriculum and Leadership Academic Group and the Singapore Centre for Character and Citizenship Education in the National Institute of Education, Nanyang Technological University. She researches in civics and citizenship education, character education, social studies education and school-based curriculum development.Philip H.-H. Tham is an undergraduate student in the Dual Degree programme between Sciences Po Paris and Columbia University, USA majoring in political science and cognitive science. He is currently in his third year of undergraduate studies in Columbia University.
• The meaning of life in China’s civics curriculum: A comparative historical study on worldview construction
  Journal of Moral Education26 September 2023By Zhenzhou ZhaoJohn Chi-Kin LeeDepartment of Curriculum and Instruction, The Education University of Hong Kong, Hong Kong Special Administrative Regions, People's Republic of ChinaZhenzhou Zhao is Assistant Professor in the Department of Curriculum and Instruction at the Education University of Hong Kong, Hong Kong SAR, PRC.John Chi-Kin Lee is the Chair Professor of Curriculum and Instruction and Director of Centre for Religious and Spirituality Education, the Education University of Hong Kong, Hong Kong SAR, PRC.
• Teachers’ conceptions of gratitude and its cultivation in schools in China
  Journal of Moral Education21 September 2023By Mark Gregory HarrisonJi YingFei YanLiz Jacksona Department of Counselling and Psychology, Hong Kong Shue Yan University, Hong Kong SAR, Chinab Department of Education Policy and Leadership, Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong SAR, Chinac Department of International Education, Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong SAR, ChinaMark Harrison is an Assistant Professor in the Department of Counselling and Psychology at Hong Kong Shue Yan University. He previously worked in international schools for many years, where he held several positions of senior leadership.Ji Ying is an Assistant Professor at the Department of Educational Policy and Leadership, the Education University of Hong Kong. Her research focuses on education in intercultural and comparative contexts.Fei Yan is a Senior Research Assistant at the Education University of Hong Kong. His research focuses on citizenship and moral education.Liz Jackson is Professor of Education at the Education University of Hong Kong. She is also Fellow and Past President of the Philosophy of Education Society of Australasia and former Director of the Comparative Education Research Centre at the University of Hong Kong.
• From moral adaptation to ethical criticism: Analyzing developments in Singapore’s character education programme
  Journal of Moral Education19 September 2023By Suzanne S. ChooDeborah ChuaNational Institute of Education, Nanyang Technological University, Singapore, SingaporeSuzanne S. Choo is Associate Professor at the English Language and Literature Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Her research has been published in Harvard Educational Review, Reading Research Quarterly, British Journal of Educational Studies, Research in the Teaching of English, among others. Her research is in the areas of global and cosmopolitan education, ethical criticism, and literature pedagogy.Deborah Chua is Research Fellow at National Institute of Education, Nanyang Technological University, Singapore. Deborah has published in Journal of Linguistics, Language and Cognition, and English Language and Linguistics, among others.
• Redesigning schools for effective character education through leadership: The case of PRIMED Institute and vLACE
  Journal of Moral Education19 September 2023By Juan P. DabdoubDaniela SalgadoAurora BernalMarvin W. BerkowitzAitor R. Salaverríaa Research Group Education, Citizenship and Character, University of Navarra, Pamplona, Spainb School of Education, Universidad Panamericana, Guadalajara, Mexicoc Center for Character and Citizenship, University of Missouri-St. Louis, St. Louis, USAJuan P. Dabdoub is Lecturer at the School of Education and Psychology of the Universidad de Navarra, where he defended his doctoral dissertation in 2019. He is member of the Education, Citizenship, and Character Research Group since 2015, Secretary of the Association of Moral Education since 2021, and Director of the Leadership in Character Education program at University of Navarra. His lines of research focus on the theory and practice of character education, educational leadership, and the design, implementation, and assessment of interventions that promote character development.Daniela Salgado is Dean of the School of Pedagogy and Psychology at Universidad Panamericana, Guadalajara, México. She collaborated for almost six years in the Secretariat of Education of Querétaro in Mexico, in the design and teaching of formative programs (ethics, civic and philosophical subjects) for teachers, parents, and students, particularly in Public Secondary Schools in the Department of Education in Values and Social Promotion. Her research lines are character education, moral education, social and family pedagogy and educational leadership. She led the project Character education leadership program for Mexican public schools, financed by the Templeton World Charity Foundation.Aurora Bernal is a Senior Lecturer in the Department of Theory and Methods of Educational and Psychological Research and member of the Education, Citizenship and Character research group at University of Navarra. She has a Ph.D. in Pedagogy on Character education and publications on this topic. Lines of research: Moral education, Character education, Social education, and Family education. She is participating in the Project Character education leadership program for Mexican public schools.Marvin W. Berkowitz is the first Sanford N. McDonnell Endowed Professor of Character Education and co-Director of the Center for Character & Citizenship at the University of Missouri-St. Louis since 1998. His research focuses on character education, moral development, and educational leadership. He is founder and co-editor of the Journal of Character Education and founder of the Center for Addiction and Behavioral Health Research in Milwaukee, Wisconsin.Aitor R. Salaverría is a doctoral student in the School of Education and Psychology at the University of Navarra, working on a dissertation aimed to research and promote character development in higher education residential communities. He was the Educational Director of the Colegio Mayor Belagua (University of Navarra) until 2021, where he has developed his professional activity for the last 10 years. He is a collaborator of the Education, Citizenship and Character Research Group at the University of Navarra and Secretary of the Leadership Program for Character Education at the University of Navarra since 2022.
• Applying variable- and person-centered approaches in the study of higher education learning outcomes
  Journal of Moral Education19 September 2023By Ella AnghelHenry I. BraunAudry A. Friedmana Department of Measurement, Evaluation, Statistics, and Assessment, Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA, USAb Department of Teaching, Curriculum and Society, Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA, USAElla Anghel recently earned her Ph.D. from the Department of Measurement, Evaluation, Statistics, and Assessment at the Lynch School of Education and Human Development, Boston College. Her current research focuses on technology-enhanced assessment and learning.Henry I. Braun is the Boisi Professor of Education and Public Policy at Boston College. He specializes in testing and education policy; assessment design and analysis; and higher education outcomes. He has won awards from the AERA, NCME, is a fellow of both the ASA and AERA, and an elected member of the National Academy of Education and the American Academy of Arts & Sciences.Audry A. Friedman is a retired Associate Professor of Teaching, Curriculum, and Society at the Lynch School of Education and Human Development at Boston College. Currently she is a researcher, instructor, and supervisor for the Urban Catholic Teacher Corps at Boston College. Her research addresses moral-cognitive decision-making and critical reasoning and formative experiences that nurture the development of critical reasoning, meaning, and purpose in young adults.
• Potential benefits of employing large language models in research in moral education and development
  Journal of Moral Education15 September 2023By Hyemin Han
• Inspiring or annoying? A new measure of broadening and defensive self-regulatory responses to moral exemplars applied to two real-life scenarios of moral goodness
  Journal of Moral Education08 September 2023By Antonio Fabio Bella
• Forgiveness and decision-making by victims of harm: Education for forgiveness as a dimension of moral education
  Journal of Moral Education08 September 2023By Jarosław Horowski
• Exploring the moral exemplarity of Greta Thunberg
  Journal of Moral Education24 August 2023By Anette Mansikka-aho
• Moral injury and moral traps in teaching: Learning from the pandemic
  Journal of Moral Education27 July 2023By Dana Cohen Lissman
• Mental images and imagination in moral education
  Journal of Moral Education26 July 2023By Wojciech Kaftanski
• Examining the ethics of school-based mindfulness programs
  Journal of Moral Education24 July 2023By Deborah L. Schussler
• Comprehension of character education and virtue education in Latvia: Analysis and synthesis of school actors’ views
  Journal of Moral Education24 July 2023By Irina Maslo
• Social inclusion through synergy of kindness, forgiveness, and peaceableness: A conceptual proposition
  Journal of Moral Education20 July 2023By Maithe Paula da Silva
• Adolescents’ moral self-cultivation through emulation: Implications for modelling in moral education
  Journal of Moral Education20 July 2023By Wouter Sanderse
• Humility and competition in Confucianism and Daoism: Lessons for today’s education
  Journal of Moral Education04 July 2023By Zhuran You
• The harms of unattainable pedagogical exemplars on social media
  Journal of Moral Education03 July 2023By Alkis Kotsonis
• Peer trust and prosocial behavior among rural left-behind adolescents: The negative moderating role of hope
  Journal of Moral Education22 June 2023By Chunli Lu
• A virtue-based model of leadership education
  Journal of Moral Education19 June 2023By Jorge López González
• Love, knowledge (wisdom) and justice: Moral education beyond the cultivation of Aristotelian virtuous character
  Journal of Moral Education14 June 2023By David Carr
• A challenge to self-education: The purpose and potential of a database annotating works of art for adults who are existential exemplars for children
  Journal of Moral Education07 June 2023By Stein M. Wivestad
• Peer support and prosocial behavior among adolescents from low-income families: A moderated mediation model
  Journal of Moral Education06 June 2023By Zhuojun Yao
• Moral judgment, self-serving cognitive distortions, and peer bullying among secondary school adolescents
  Journal of Moral Education17 May 2023By Daniel Brugman
• Virtual reality and character education: Learning opportunities and risks
  Journal of Moral Education16 May 2023By Tom Harrison
• Mechanisms by which narrative media facilitates practical wisdom in audience members: Insights from media psychology
  Journal of Moral Education12 May 2023By Catherine A. Marple
• Honesty: Respect for the right not to be deceived
  Journal of Moral Education25 April 2023By Sungwoo Um
• Responding to racist contempt with counter-contempt: Moral and pedagogical dilemmas
  Journal of Moral Education11 April 2023By Michalinos Zembylas
• High school biology students’ use of values in their moral argumentation and decision-making
  Journal of Moral Education16 March 2023By Tore van der Leij
• Flaws of character: Habituating Aristotelian emotions, reasons and actions
  Journal of Moral Education16 March 2023By Nafsika Athanassoulis
• Linking knowledge justification with peers to the learning of social perspective taking
  Journal of Moral Education15 March 2023By Saetbyul Kim
• Neoliberal personhood as exception: A critical analysis of textbooks of China’s moral education
  Journal of Moral Education15 March 2023By Yubing Liu
• ‘Because they are a part of life:’ Children’s ideas about the welfare, rights, and protection of animals and ecosystems
  Journal of Moral Education23 February 2023By Renata Roma
• Does a change in moral neutralization from early to mid-adolescence predict a change in delinquency?
  Journal of Moral Education16 February 2023By Glenn D. Walters
• Introduction to the special issue on self, virtue, and public life: Interdisciplinary perspectives on civic virtue
  Journal of Moral Education10 February 2023By Nancy E. Snow
• Relatable and attainable moral exemplars as sources for moral elevation and pleasantness
  Journal of Moral Education09 February 2023By Hyemin Han
• Towards a post-democratic era? Moral education against new forms of authoritarianism
  Journal of Moral Education27 January 2023By Vicent Gozálvez
• Life purposes: Comparing higher education students in four institutions in the Netherlands and Finland
  Journal of Moral Education26 January 2023By Elina Kuusisto
• Citizenship, character, sustainability: Differences and commonalities in three fields of education
  Journal of Moral Education26 January 2023By Karen Elizabeth Jordan
• Educating children as sustainable citizen-consumers: A qualitative content analysis of sustainability education resources
  Journal of Moral Education26 January 2023By Kathryn Wheeler
• Issues of validity: Exploring the link between values and behaviour
  Journal of Moral Education09 December 2022By Cathal O’Siochru
• Virtue and authenticity in civic life
  Journal of Moral Education30 November 2022By Matthew Vess
• The moral teacher in global transition: The 2022 Kohlberg Memorial Lecture
  Journal of Moral Education30 November 2022By Kirsi Tirri
• Distributive justice and development: Toward an integrative understanding of reward and responsibility distributions
  Journal of Moral Education23 November 2022By Akinobu Nameda
• Patriotism in moral education: Toward a rational approach in China
  Journal of Moral Education18 November 2022By Jason Cong Lin
• Stranger in a strange land: The role of study abroad in civic virtues
  Journal of Moral Education15 November 2022By Jeannie Ngoc Boulware
• Response to Berkowitz’ extended book review: ‘Introducing the complexity of character education: A review of Understanding character education: Approaches, applications and issues’
  Journal of Moral Education07 November 2022By Paul Watts
• Introducing the complexity of character education: A review of Understanding character education: Approaches, applications and issues
  Journal of Moral Education07 November 2022By Marvin W Berkowitz
• Too much of a good thing: Differentiating intellectual humility from servility in higher education
  Journal of Moral Education21 October 2022By Stacey E. Mcelroy-Heltzel
• The educational salience of emulation as a moral virtue
  Journal of Moral Education17 October 2022By Emerald Henderson
• Inconvenient truth-tellers: Perceptions of children’s blunt honesty
  Journal of Moral Education12 October 2022By L. Brimbal
• Expansive other-regarding virtues and civic excellence
  Journal of Moral Education30 September 2022By T. Ryan Byerly
• Harnessing religious teachings to reduce sexual prejudice
  Journal of Moral Education27 September 2022By Clara L. Wilkins
• ‘Partisan civility and civic education’*
  Journal of Moral Education10 August 2022By Matteo Bonotti
• ‘That is when justice becomes complete.’ Exemplars’ perspectives on forgiveness as a civic virtue in post-genocide Rwanda
  Journal of Moral Education28 July 2022By Jonathan M. Tirrell
• Just environments foster character: A longitudinal assessment of school climate
  Journal of Moral Education01 July 2022By Kendra J. Thomas
• Social justice development among emerging adult students: The influence of families, peers, and religious congregations
  Journal of Moral Education20 June 2022By Tara M. Stoppa
• Virtue developmental considerations of mindfulness
  Journal of Moral Education17 June 2022By Sabrina B. Little
• Why being morally virtuous enhances well-being: A self-determination theory approach
  Journal of Moral Education18 May 2022By Alexios Arvanitis
• Resurgence of Confucian education in contemporary China: Parental involvement, moral anxiety, and the pedagogy of memorisation
  Journal of Moral Education18 May 2022By Canglong Wang
• A comprehensive meta-analysis of character education programs
  Journal of Moral Education13 May 2022By Mitch Brown
• The JME’s 50-year contribution to moral education: A content analysis 1971-2021
  Journal of Moral Education28 April 2022By Angela Chi-Ming Lee
• From Taylor Swift to MLK: Understanding adolescents’ famous character role models
  Journal of Moral Education16 March 2022By Alison B. Hammond
• In moral relationship with nature: Development and interaction
  Journal of Moral Education10 March 2022By Peter H Kahn
• Social class and prosocial behavior in early adolescence: The moderating roles of family and school factors
  Journal of Moral Education04 March 2022By Zhuojun Yao
• Iris Murdoch and moral education: An initial conceptual framework and a practical example
  Journal of Moral Education04 March 2022By Ilya Zrudlo
• Against neutrality: Response to Cokelet
  Journal of Moral Education11 February 2022By Michael T. Warren
• Virtue science and productive theoretical neutrality: Review of Wright, J. C., Warren, M., & Snow, N. Understanding virtue
  Journal of Moral Education11 February 2022By Bradford Cokelet
• What gratitude looks like from Colombian children’s perspectives
  Journal of Moral Education11 January 2022By Sonia Carrillo
• Learning to own professional practice through character – The case of the junior British Army officer
  Journal of Moral Education29 November 2021By David Ian Walker
• Connecting moral development with critical pedagogy: A reply to Winston Thompson
  Journal of Moral Education09 November 2021By Larry Nucci
• Probing moral education and pursuing social justice: Review of Nucci, L., & Ilten-Gee, R., Moral education for social justice
  Journal of Moral Education09 November 2021By Winston C. Thompson
• ‘Daddy made a mistake and needed a time out’: Incarcerated parents as moral educators
  Journal of Moral Education19 October 2021By Anna Kaiper-Marquez
• Institutionalized empathy
  Journal of Moral Education04 October 2021By Hannah Read
• The associations between early generative concern, moral identity, and well-being in adolescence and early adulthood
  Journal of Moral Education04 October 2021By Heather L. Lawford
• Moral motivations of bystanders in potential sexual assault situations
  Journal of Moral Education04 October 2021By Madeline Brodt
• Commencing character: A case study of character development in college
  Journal of Moral Education10 September 2021By Michael Lamb
• The use of biographical narratives in exemplarist moral education
  Journal of Moral Education23 August 2021By Edward Brooks
• A comparative investigation of emerging adults’ moral thinking and communication competencies in Taiwan, the USA, and the UK
  Journal of Moral Education23 August 2021By Angela Chi-Ming Lee
• Ethical sensitivity of Finnish and Estonian teachers
  Journal of Moral Education23 August 2021By Rina Ronkainen
• Teaching virtue virtually: can the virtue of tolerance of diversity of conscience be taught online?
  Journal of Moral Education23 August 2021By Marcy Van Fossen
• Considering morally relevant theory of mind through a Social Domain Theory perspective
  Journal of Moral Education25 June 2021By Katherine Andrews
• Associations of parenting styles with moral reasoning in children and adolescents: A meta-analysis
  Journal of Moral Education25 June 2021By Martin Pinquart
• Modelling teachers’ caring behaviour through the lens of high school students
  Journal of Moral Education10 June 2021By N. Ilhavenil
• Sensegathering and iteration: The evolution of a character education framework in higher education
  Journal of Moral Education26 April 2021By Julie Nagashima
• Character education for students with disabilities
  Journal of Moral Education26 April 2021By Adam Cureton
• The development of moral shame indicates the emergence of moral identity in middle-childhood
  Journal of Moral Education26 April 2021By Jess M. Kingsford
• Awaiting the Owl of Minerva: Some thoughts on the present and future of moral education
  Journal of Moral Education13 April 2021By Kristján Kristjánsson
• Cultivating character through physical education using memetic, progressive and transformative practices in schools
  Journal of Moral Education19 March 2021By Jamie Jacob Brunsdon
• Teaching the comic Yummy to engage adolescent empathy, critical reflection, and community awareness
  Journal of Moral Education18 March 2021By Ashley K. Dallacqua
• Practical wisdom: How do personal virtue beliefs and contextual factors interact in adolescents’ moral decision-making?
  Journal of Moral Education18 March 2021By Claire Briggs
• Negative affective states and moral judgment: A closer look at their joint involvement
  Journal of Moral Education15 March 2021By W. Pitt Derryberry
• The true self as essentially morally good: An obstacle to virtue development?
  Journal of Moral Education11 March 2021By Matt Stichter
• Forgiveness as a character strength: Toward a developmental model and research agenda
  Journal of Moral Education24 February 2021By Jonathan M. Tirrell
• In search of a mechanism: mediating the perceived parental support–delinquency relationship with child empathy
  Journal of Moral Education23 February 2021By Glenn D. Walters
• Using Frankenstein-themed science activities for science ethics education: An exploratory study
  Journal of Moral Education28 January 2021By Areej Mawasi
• Improved model exploration for the relationship between moral foundations and moral judgment development using Bayesian Model Averaging
  Journal of Moral Education28 January 2021By Hyemin Han
• Moral education in mainland China today: A bio-ecological systems analysis
  Journal of Moral Education28 January 2021By Chao Yang
• What does character education mean to character education experts? A prototype analysis of expert opinions
  Journal of Moral Education26 January 2021By Robert E. McGrath
• Introduction to the special issue: Research in morality as an integrated, interdisciplinary domain of inquiry
  Journal of Moral Education18 January 2021By Blaine J. Fowers
• Second-order theory of mind as a predictor of children’s guilt proneness
  Journal of Moral Education22 December 2020By Plousia Misailidi
• Critical harmony: A goal for deliberative civic education
  Journal of Moral Education22 December 2020By Li-Ching Ho
• Social media as inadvertent educators
  Journal of Moral Education07 December 2020By Alkis Kotsonis
• Chaos or coherence? Future directions for moral education
  Journal of Moral Education25 November 2020By James C. Conroy
• Why should intimate partner violence prevention be integrated in sex education?
  Journal of Moral Education09 November 2020By Maria Moulin-Stozek
• Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships
  Journal of Moral Education30 October 2020By Christina Parker
• Cultivating moral eyes: Bridging the knowledge-action gap of privilege and injustice among students in African universities
  Journal of Moral Education28 September 2020By Sharlene Swartz
• Exploring the issue of a lack of cohesion in moral education: An empirical study in Chinese primary and secondary schools
  Journal of Moral Education25 September 2020By Yan Huo
• Can higher education increase students’ moral reasoning? The role of student engagement in the U.S.
  Journal of Moral Education25 September 2020By Wei-Lin Chen
• Self-determination theory, morality, and education: introduction to special issue
  Journal of Moral Education02 September 2020By Tobias Krettenauer
• Heightening of moral identity: the role of mobile prosocial messages and presence
  Journal of Moral Education14 August 2020By Tiong-Thye Goh
• The case of common humanity: Towards a deeper understanding of children’s social ideas
  Journal of Moral Education13 August 2020By Anna L. Kirby
• Moral self-determination: The nature, existence, and formation of moral motivation
  Journal of Moral Education10 August 2020By Randall Curren
• Adaptation and validation of a test of ethical sensitivity in teaching
  Journal of Moral Education05 August 2020By Bruce Maxwell
• The sociological determinants of scientific bias
  Journal of Moral Education04 August 2020By Joseph H. Michalski
• Students’ perceptions and evaluations of plagiarism: Effects of text and context
  Journal of Moral Education04 August 2020By Talia Waltzer
• Moral sciences and the role of education
  Journal of Moral Education04 August 2020By Tobias Krettenauer
• Promising pathways from school restorative practices to educational equity
  Journal of Moral Education04 August 2020By John A. Gomez
• Unique ethical challenges for the 21st century: Online technology and virtue education
  Journal of Moral Education22 July 2020By Matthew Dennis
• Morality, complexity and relationships
  Journal of Moral Education21 July 2020By John Alderdice
• Moral evaluations of modest statements in light of maternal disciplinary method and cultures
  Journal of Moral Education21 July 2020By Atiyeh Shohoudi Mojdehi
• Social science as an inherently moral endeavor
  Journal of Moral Education21 July 2020By Blaine J. Fowers
• R. S. Peters’ philosophy of moral education in relation to his Freudian psychology
  Journal of Moral Education21 July 2020By Stefaan E. Cuypers
• Moral education in a time of human ecological devastation
  Journal of Moral Education21 July 2020By Darcia Narvaez
• Critical perspectivism: educating for a moral response to media
  Journal of Moral Education30 June 2020By Laura D’Olimpio
• What is a science of virtue?
  Journal of Moral Education26 June 2020By Nancy E. Snow
• Sociological contributions for researching morality and cultivating states of moral character
  Journal of Moral Education22 June 2020By David Ian Walker
• Mindfulness and morality: Educational insights from Confucius
  Journal of Moral Education19 June 2020By Charlene Tan
• Science, scholarship, and intellectual virtues: A guide to what higher education should be like
  Journal of Moral Education19 June 2020By Barry Schwartz
• Narrative and truth in a world of alternative facts: The moral challenge for education
  Journal of Moral Education05 June 2020By Molly Andrews
• The legacies of 1945: The evolutions of European civic morality
  Journal of Moral Education04 June 2020By Martin Conway
• Profiles of adolescent character attributes: Associations with intentional self-regulation and character role model relationships
  Journal of Moral Education01 June 2020By Jacqueline V. Lerner
• Robots as persons? Implications for moral education
  Journal of Moral Education01 June 2020By Michael J. Reiss
• Moral education and the challenge of pre-service professional formation for teachers
  Journal of Moral Education01 June 2020By Janet Orchard
• The three gifts of teaching: Towards a non-egological future for moral education
  Journal of Moral Education01 June 2020By Gert Biesta
• The links between religiousness and prosocial behaviors in early adulthood: The mediating roles of media exposure preferences and empathic tendencies
  Journal of Moral Education01 June 2020By Youngsook Han
• Sense of authentic inner compass as a moral resource across cultures: possible implications for resisting negative peer-pressure and for parenting
  Journal of Moral Education18 March 2020By Avi Assor
• When do caregivers begin to view their child as a moral agent? Comparing moral and non-moral reactions to young children’s moral transgressions
  Journal of Moral Education11 February 2020By Samuel Essler
• When mom is wrong: Preschoolers place increasing limits on parental authority with age
  Journal of Moral Education05 February 2020By Ava R. Alexander
• The effect of the Dizi Gui intervention on peer relationships and teacher–student relationships—The mediating role of prosocial behavior
  Journal of Moral Education05 February 2020By Zhuojun Yao
• Beyond asking ‘should’ and ‘why’ questions: Contextualised questioning techniques for moral discussions in moral education classes
  Journal of Moral Education31 January 2020By Mei-Yee Wong
• Learning virtue
  Journal of Moral Education30 January 2020By Lorraine L. Besser
• The Character of Character: The 2019 Kohlberg Memorial Lecture
  Journal of Moral Education22 January 2020By Lawrence J. Walker
• Moral identity as a goal of moral action: A Self-Determination Theory perspective
  Journal of Moral Education22 January 2020By Tobias Krettenauer
• ‘Who said we play to hit each other?’ Early childhood teachers’ responses to children’s transgressions
  Journal of Moral Education22 January 2020By Andrea Bustamante
• How autonomy support and ethical value alignment influences attitudes towards diversity in English police
  Journal of Moral Education08 January 2020By Maya Al-Khouja
• Empathy and moral education, Theatre of the Oppressed, and The Laramie Project
  Journal of Moral Education08 January 2020By Andrew J. Corsa
• An introduction to the special issue on wisdom and moral education
  Journal of Moral Education02 January 2020By Kristján Kristjánsson
• Can we measure practical wisdom?
  Journal of Moral Education02 January 2020By Jason Swartwood
• Consistency and moral integrity: A self-determination theory perspective
  Journal of Moral Education29 November 2019By Alexios Arvanitis
• Hostility and civic moral disengagement: Cognitive reappraisal and expressive suppression as moderators
  Journal of Moral Education25 November 2019By Alexandra Maftei
• Integrating Thomistic virtue ethics with an Eriksonian identity perspective: A new moral identity assessment
  Journal of Moral Education25 November 2019By Tonia Bock
• Cultivating virtue in postgraduates: An empirical study of the Oxford Global Leadership Initiative
  Journal of Moral Education13 November 2019By Jonathan Brant
• Understanding, acting, verbalizing and persevering – Swedish teachers’ perspectives on important ethical competences for students
  Journal of Moral Education23 October 2019By Annika Lilja
• Links between moral identity and political purpose during emerging adulthood
  Journal of Moral Education14 October 2019By Hyemin Han
• Moral education and the justification of basic moral standards: Replies to Clayton, Stevens and D’Olimpio
  Journal of Moral Education10 October 2019By Michael Hand
• Making sense of moral education: guest editor’s preface to a book symposium on A Theory of Moral Education by Michael Hand
  Journal of Moral Education10 October 2019By Mitja Sardoč
• Patterns and implications of values similarity, accuracy, and relationship closeness between emerging adults and mothers
  Journal of Moral Education03 October 2019By Benjamin L. Bayly
• Teachers’ responses to human rights education policies and practices in a Chinese secondary school
  Journal of Moral Education02 October 2019By Weihong Liang
• Moral reasoning in peer conversations during game-based learning: An exploratory study
  Journal of Moral Education27 September 2019By Robyn Ilten-Gee
• Parent-child conversations and the socialization of moral autonomy in a progressive Protestant church community
  Journal of Moral Education25 September 2019By Allison DiBianca Fasoli
• Understanding students’ ethical reasoning and fallacies through asynchronous online discussion: lessons for teaching evaluation ethics
  Journal of Moral Education25 September 2019By Amir Hedayati-Mehdiabadi
• Character education, the individual and the political
  Journal of Moral Education24 September 2019By Andrew Peterson
• Moral disengagement: a new lens with which to examine children’s justifications for lying
  Journal of Moral Education17 September 2019By Ida Foster
• The question of significance: Tall ship sailing and virtue development
  Journal of Moral Education11 September 2019By Aaron Marshall
• Armoured with morality: parental perspectives on moral education in the violent context of Brazilian slums
  Journal of Moral Education28 August 2019By Annelieke van Dijk
• Guest editors’ preface
  Journal of Moral Education05 August 2019By Angelo Campodonico
• Spiral Model of Phronesis Development: Social-emotional and character development in low-resourced urban schools
  Journal of Moral Education27 June 2019By Danielle R. Hatchimonji
• Representation of morality in children: A qualitative approach
  Journal of Moral Education27 June 2019By Alexandra Maftei
• Ethical reconstruction of citizenship: A proposal between the intimate self and the public sphere
  Journal of Moral Education18 June 2019By Antonio Bernal Guerrero
• Admiration, attraction and the aesthetics of exemplarity
  Journal of Moral Education16 May 2019By Ian James Kidd
• Educating for inquisitiveness: A case against exemplarism for intellectual character education
  Journal of Moral Education09 May 2019By Lani Watson
• Should education be transformative?
  Journal of Moral Education26 April 2019By Douglas W. Yacek
• Exemplarist moral theory – some pros and cons
  Journal of Moral Education08 April 2019By Natasza Szutta
• Moral beauty and education
  Journal of Moral Education01 April 2019By Panos Paris
• Moral education within the social contract: Whose contract is it anyway?
  Journal of Moral Education01 April 2019By Laura D’Olimpio
• Nonadmirable moral exemplars and virtue development
  Journal of Moral Education01 April 2019By Koji Tachibana
• Exemplarism in moral education: Problems with applicability and indoctrination
  Journal of Moral Education01 April 2019By Michel Croce
• Bioconservatism, bioenhancement and backfiring
  Journal of Moral Education01 April 2019By Tamara Kayali Browne
• Challenges in measuring wisdom-relevant constructs in young adult undergraduate students
  Journal of Moral Education01 April 2019By Nicole Brocato
• The poverty of contractarian moral education
  Journal of Moral Education01 April 2019By Matthew Clayton
• Maternal warmth and prosocial behaviors among low-SES adolescents: Considering Interactions between empathy and moral conviction
  Journal of Moral Education29 March 2019By Alexandra N. Davis
• Development of moral reasoning in situational and cultural contexts
  Journal of Moral Education08 March 2019By Jesse Ho-Yin Lo
• Exemplarity, expressivity, education
  Journal of Moral Education01 March 2019By Carsten Fogh Nielsen
• The significance in using role models to influence primary school children’s moral development: Pilot study
  Journal of Moral Education18 February 2019By Yousra Osman
• Introduction to self, motivation and virtue studies
  Journal of Moral Education15 February 2019By Darcia Narvaez
• Educating for virtue: How wisdom coordinates informal, non-formal and formal education in motivation to virtue in Canada and South Korea
  Journal of Moral Education15 February 2019By Michel Ferrari
• The role of elevation in moral judgment
  Journal of Moral Education11 February 2019By Christoph Klebl
• Confucian thinking in Singapore’s citizenship education
  Journal of Moral Education11 February 2019By Jasmine B.-Y. Sim
• Parole and the moral self: moral change mitigates responsibility
  Journal of Moral Education10 January 2019By Javier Gomez-Lavin
• Parole and the moral self: Moral change mitigates responsibility
  Journal of Moral Education10 January 2019By Javier Gomez-Lavin
• Stages of moral judgment development: Applying item response theory to Defining Issues Test data
  Journal of Moral Education04 December 2018By Thijs van den Enden
• Scrooge and significant moral change
  Journal of Moral Education04 December 2018By Angela Knobel
• When life gets in the way: Generativity and the development of non-idealized virtues in women’s life stories
  Journal of Moral Education30 November 2018By Jack J. Bauer
• Character in context: Character structure among United States Military Academy cadets
  Journal of Moral Education14 November 2018By Kristina Schmid Callina
• The politics of shame in the motivation to virtue: Lessons from the shame, pride, and humility experiences of LGBT conservative Christians and their allies
  Journal of Moral Education14 November 2018By Theresa W. Tobin
• The dark side of the exceptional: On moral exemplars, character education, and negative emotions
  Journal of Moral Education13 November 2018By Maria Silvia Vaccarezza
• Realistic virtues and how to study them: Introducing the STRIVE-4 model
  Journal of Moral Education01 November 2018By Bradford Cokelet
• They do care: An interview with William Damon and Anne Colby on moral development
  Journal of Moral Education20 September 2018By William Damon
• The indifference that makes a difference: Why unconcern for minorities disguises prejudicial attitudes
  Journal of Moral Education19 September 2018By Stefano Passini
• Moral identity in cultural context: Differences between Canadian and Chinese university students
  Journal of Moral Education07 September 2018By Fanli Jia
• Does Aristotle believe that habituation is only for children?
  Journal of Moral Education05 September 2018By Wouter Sanderse
• Science, virtue, and moral formation
  Journal of Moral Education28 August 2018By Timothy S. Reilly
• Comparing cultural differences with domain-specific differences of appreciating and understanding values
  Journal of Moral Education28 August 2018By Markus Christen
• A pathway for wisdom-focused education
  Journal of Moral Education15 August 2018By Alex C. Huynh
• Moral pride, more intense in girls than in boys?
  Journal of Moral Education25 July 2018By Itziar Etxebarria
• An investigation of the divergences and convergences of trait empathy across two cultures
  Journal of Moral Education09 July 2018By Parvaneh Yaghoubi Jami
• Can wisdom and psychosocial growth be learned in university courses?
  Journal of Moral Education09 July 2018By Monika Ardelt
• Bystander passivity in health care and school settings: Moral disengagement, moral distress, and opportunities for moral education
  Journal of Moral Education09 July 2018By A. Jelmer Brüggemann
• Prioritizing morality in the self and consistent moral responses despite encouragement to behave immorally
  Journal of Moral Education09 July 2018By Tammy L. Sonnentag
• Why do we need to employ Bayesian statistics and how can we employ it in studies of moral education?: With practical guidelines to use JASP for educators and researchers
  Journal of Moral Education09 July 2018By Hyemin Han
• Integrating philosophical and psychological approaches to well-being: The role of success in personal projects
  Journal of Moral Education17 May 2018By Cianna Bedford-Petersen
• A developmental theory for Aristotelian practical intelligence
  Journal of Moral Education17 May 2018By Matt Ferkany
• Moral exemplification in narrative literature and art
  Journal of Moral Education14 May 2018By David Carr
• Interpersonal communication competence and digital citizenship among pre-service teachers in China’s teacher preparation programs
  Journal of Moral Education14 May 2018By Shun Xu
• A systems perspective on the role mentors play in the cultivation of virtue
  Journal of Moral Education10 May 2018By Jeanne Nakamura
• Relationships between religion, risk behaviors and prosociality among secondary school students in Peru and El Salvador
  Journal of Moral Education17 April 2018By Daniel Moulin-Stożek
• Purpose-in-action education: Introduction and implications
  Journal of Moral Education12 April 2018By Seana Moran
• Humility as openness to others: Interactive humility in the context of l’Arche
  Journal of Moral Education11 April 2018By Michael Spezio
• Using Lesson Study in teacher professional development for domain-based moral education
  Journal of Moral Education10 April 2018By Allegra Joie Midgette
• Wisdom and compassion: A new perspective on the science of relationships
  Journal of Moral Education09 April 2018By Paul Condon
• Towards a virtue ethical approach to relationships and sex education
  Journal of Moral Education09 April 2018By Joshua Michael Heyes
• Emotions related to Spanish student-teachers’ changes in life purposes following service-learning participation
  Journal of Moral Education23 March 2018By Héctor Opazo
• Bottom-up morality: The basis of human morality in our primate nature
  Journal of Moral Education15 March 2018By Frans de Waal
• Can genius be taught? Emerson’s genius and the virtues of modern science
  Journal of Moral Education15 March 2018By Emily Dumler-Winckler
• Gender respect: Empirical insights for (moral) educators about women’s struggles for respect in the Global South
  Journal of Moral Education13 March 2018By Madeleine Arnot
• An exploratory study of aspirations for change and their effect on purpose among Catalan university students
  Journal of Moral Education05 March 2018By Pilar Folgueiras
• The role of consequences of moral action in maximizing moral elevation
  Journal of Moral Education01 March 2018By Zhuojun Yao
• Are Chinese student teachers’ life purposes associated with their perceptions of how much their university supports community service work?
  Journal of Moral Education26 February 2018By Fei Jiang
• New horizons for educators in Spain: Educational professions and the promotion of human flourishing [Horizontes para los educadores: Las profesiones educativas y la promoción de la plenitud humana]
  Journal of Moral Education20 February 2018By Juan Luis Fuentes
• Effects of intrinsic motivation and informative feedback in service-learning on the development of college students’ life purpose
  Journal of Moral Education13 February 2018By Jongho Shin
• Life goals of Finnish social services students
  Journal of Moral Education15 January 2018By Niina Manninen
• Gratitude for teachers as a psychological resource for early adolescents: A mixed-methods study
  Journal of Moral Education11 January 2018By Indrawati Liauw
• Learning to see the world again: Josef Pieper on philosophy, prudence, and the university
  Journal of Moral Education10 January 2018By Nathaniel A. Warne
• Exemplars and nudges: Combining two strategies for moral education
  Journal of Moral Education08 January 2018By Bart Engelen
• Lie-telling as a mode of antisocial action: Children’s lies and behavior problems
  Journal of Moral Education08 January 2018By Jennifer Lavoie
• Ethics of nudges: A general framework with a focus on shared preference justifications
  Journal of Moral Education08 January 2018By Christine Clavien
• Forgiveness as an educational goal with at-risk adolescents
  Journal of Moral Education08 January 2018By Suzanne Freedman
• Risk, prudence and moral formation in the laboratory
  Journal of Moral Education08 January 2018By Paul Scherz
• Developing the next generation of engaged youth: Inspire Aspire – Global Citizens in the Making
  Journal of Moral Education11 December 2017By Jennifer Brown Urban
• Children’s strategies for self-correcting their social and moral transgressions and perceived personal shortcomings: Implications for moral agency
  Journal of Moral Education05 December 2017By Allegra Midgette
• The relevance of Foucauldian art-of-living for ethics education in a military context: Theory and practice
  Journal of Moral Education09 November 2017By Eva van Baarle
• Moral disengagement and children’s propensity to tell coached lies
  Journal of Moral Education18 October 2017By Frances Lee Doyle
• A critical reflection on codes of conduct in vocational education
  Journal of Moral Education06 October 2017By Richard G. Bagnall
• Teaching empathic concern and altruism in the smartphone age
  Journal of Moral Education05 October 2017By Brian N. Fry
• The implications of teachers’ implicit theories for moral education: A case study from Finland
  Journal of Moral Education05 October 2017By Inkeri Rissanen
• The moral in Paulo Freire’s educational work: What moral education can learn from Paulo Freire
  Journal of Moral Education20 September 2017By Wiel Veugelers
• Paulo Freire and moral education
  Journal of Moral Education20 September 2017By Wiel Veugelers
• Moral education today: Ascendancy and fragmentation
  Journal of Moral Education20 September 2017By Kristján Kristjánsson
• Farewell to readers
  Journal of Moral Education20 September 2017By Darcia Narvaez
• Freire’s philosophical contribution for a theory of intercultural ethics: A deductive analysis of his work
  Journal of Moral Education20 September 2017By Manuela Guilherme
• Paulo Freire’s ideas as an alternative to higher education neo-liberal reforms in Latin America
  Journal of Moral Education20 September 2017By Oscar Espinoza
• Relocating respect and tolerance: A practice approach in empirical philosophy
  Journal of Moral Education05 September 2017By Trine Anker
• Life purposes of Iranian secondary school students
  Journal of Moral Education31 August 2017By Nasibeh Hedayati
• Youth purpose worldwide: A tapestry of possibilities
  Journal of Moral Education31 August 2017By Seana Moran
• How do future life perspective and present action work in Japanese youth development?
  Journal of Moral Education31 August 2017By Toru Kawai
• Adolescents finding purpose: Comparing purpose and life satisfaction in the context of Singaporean and Israeli moral education
  Journal of Moral Education23 August 2017By Mary Anne Heng
• Enhancing life purpose amongst Thai adolescents
  Journal of Moral Education23 August 2017By Karnsunaphat Balthip
• Life aspirations, values and moral foundations in Mongolian youth
  Journal of Moral Education23 August 2017By Alexander Bespalov
• Relationships among moral and contesting variables and prosocial and antisocial behavior in sport
  Journal of Moral Education04 August 2017By David Light Shields
• Testing moral foundation theory: Are specific moral emotions elicited by specific moral transgressions?
  Journal of Moral Education04 August 2017By Helen Landmann
• Youth purpose through the lens of the Theory of Organizing Models of Thinking
  Journal of Moral Education25 July 2017By Valeria Arantes
• A vigilante serial killer as ethics educator? An exploration of Dexter as a tool for moral education in the professional domain
  Journal of Moral Education12 July 2017By Merel van Ommen
• Education in the Anthropocene: Ethico-moral dimensions and critical realist openings
  Journal of Moral Education12 July 2017By Lausanne Laura Olvitt
• Inhloso kanye bizo: Exploring South African university students’ conceptions and enactment of purpose
  Journal of Moral Education06 July 2017By Henry D. Mason
• A positive role for failure in virtue education
  Journal of Moral Education03 July 2017By Nafsika Athanassoulis
• Religious literacy, moral recognition, and strong relationality
  Journal of Moral Education25 May 2017By Michael J. Richardson
• A model for making decisions about ethical dilemmas in student assessment
  Journal of Moral Education02 May 2017By Robert L. Johnson
• Coaches who care: Ethical professional identity and the development of moral exemplar collegiate coaches
  Journal of Moral Education02 May 2017By Maya G. B. Hamilton
• Ethical professional identity and the development of moral exemplar collegiate coaches
  Journal of Moral Education02 May 2017By Maya G. B. Hamilton
• Holocaust knowledge and Holocaust education experiences predict citizenship values among US adults
  Journal of Moral Education24 March 2017By Gerene K. Starratt
• Adolescents’ judgments of homophobic harassment toward male and female victims: The role of gender stereotypes
  Journal of Moral Education14 March 2017By Katherine E. Romeo
• Cultivating morality in the Asia-Pacific: Influences, issues, challenges and change
  Journal of Moral Education10 March 2017By Minkang Kim
• Cultivating morality in Chinese families—Past, present, and future
  Journal of Moral Education01 March 2017By Xiao-lei Wang
• Chinese teachers’ perceptions of the ‘good citizen’: A personally-responsible citizen
  Journal of Moral Education22 February 2017By Hui Li
• The challenge of developing meaningful curriculum initiatives for moral education in Japan
  Journal of Moral Education21 February 2017By Mayumi Nishino
• Identity and morality: Cultivating persons in the Asia-Pacific region
  Journal of Moral Education09 February 2017By Laurance J. Splitter
• Moral education and the aboriginal peoples of Taiwan: From Sino-centrism to the ethic of multiculturalism
  Journal of Moral Education07 February 2017By Meiyao Wu
• Anti-racist moral education: A review of approaches, impact and theoretical underpinnings from 2000 to 2015
  Journal of Moral Education07 February 2017By Ingrid Lynch
• Children’s everyday experience as a focus of moral education
  Journal of Moral Education07 February 2017By Nobumichi Iwasa
• Values education as good practice pedagogy: Evidence from Australian empirical research
  Journal of Moral Education06 February 2017By Terence Lovat
• Neural correlates of moral sensitivity and moral judgment associated with brain circuitries of selfhood: A meta-analysis
  Journal of Moral Education06 February 2017By Hyemin Han
• Moral reasoning about school bullying in involved adolescents
  Journal of Moral Education06 February 2017By Caroline Levasseur
• Morality, religious writings, and entrepreneurship education: An integrative proposal using the example of Christian narratives
  Journal of Moral Education06 February 2017By Nuria Toledano
• Making moral education work in a multicultural society with Islamic hegemony
  Journal of Moral Education26 January 2017By Vishalache Balakrishnan

Do you want to see other content?