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Dissertations / Theses on the topic 'Moral education'

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Published: 4 June 2021
Last updated: 25 July 2025

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1

Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.

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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understoo
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2

Sprod, Tim. "Philosophical discussion in moral education the community of ethical inquiry /." London : Routledge, 2001. http://www.myilibrary.com?id=7101.

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3

Hagen, Daniel Scott. "Moral expertise and moral education : a Socratic account." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/84417.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 97-101).<br>What is virtue and can it be taught? These questions preoccupied Socrates and this dissertation offers a Socratic answer to them. In Chapter 1 ("Virtue as Expert Moral Knowledge") I develop and defend a novel interpretation of the Socratic thesis that virtue is a kind of knowledge. I argue that the relevant kind of knowledge of interest to Socrates is expert moral knowledge or moral expertise-a comp
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4

Phillips, Glynn Stuart. "Moral education and the nature of moral judgment." Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/74566/.

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A vigorous debate is taking place about whether school pupils should be morally educated. Opinion appears to be sharply divided both about whether this is possible, and even if it is, what it would be. Some claim that schools have a duty to teach pupils 'universal' values. Others reject this, claiming that this is based on a misconception of what a moral judgment is. This school of thought takes moral judgment to be in a broad sense subjective or relative, and bases its doubts about the enterprise of moral education on these conceptions. Such scepticism about moral education, I suggest, is ind
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5

Park, Sungjoo. "Moral Education and Sport." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268240015.

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6

Vokey, Daniel James. "Reasons of the heart, moral objectivity and moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ28076.pdf.

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7

Harvey, Blane L. "Rationality, education, and educational research." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.

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This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as on
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8

Cooper, James A., and res cand@acu edu au. "The Cognitive Anatomy of Moral Understanding and the Moral Education Question: A study in the philosophy of moral education." Australian Catholic University. School of Religious Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp180.20112008.

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This study investigates the problem of contemporary interpretations of the moral education question, as informed by rival moral-philosophical and epistemological traditions. In this study, the moral education question is taken to mean, ‘What educational form and content may best assist students in becoming ethically minded and morally good people?’ Accordingly, this necessitates a consideration of what is meant by morality and what are the central characteristics of the moral life (i.e. moral philosophical perspectives), as well as how such accounts of morality are seen to relate to the educat
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9

Cooper, James. "The cognitive anatomy of moral understanding and the moral education question: A study in the philosophy of moral education." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/16b8d52969ea9ff682a69b61b961d450653f053745b3ce5926b2e3da886f6a5a/1680168/64830_downloaded_stream_55.pdf.

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This study investigates the problem of contemporary interpretations of the moral education question, as informed by rival moral-philosophical and epistemological traditions. In this study, the moral education question is taken to mean, 'What educational form and content may best assist students in becoming ethically minded and morally good people?' Accordingly, this necessitates a consideration of what is meant by morality and what are the central characteristics of the moral life (i.e. moral philosophical perspectives), as well as how such accounts of morality are seen to relate to the educat
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10

容樂 and Lock Betty Yung. "Moral education: a philosophical investigation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211112.

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11

Lu, Houliang. "Xenophon's theory of moral education." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9868.

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Xenophon the Athenian, who is well known as a historian and a witness of Socratic philosophy but is usually excluded from the list of classical writers on education, actually developed his own systematic thought on moral education from a social and mainly political perspective in his extant works. His discourse on moral education presents for us the view of an unusual historical figure, an innovative thinker as well as a man of action, a mercenary general and a world citizen in his age; and is therefore different from that of contemporary pure philosophers, such as Plato and Aristotle. Further
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12

Yung, Lock Betty. "Moral education : a philosophical investigation /." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13309481.

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13

Courte, Lisa J. "Engaging the moral imagination through metaphor, implications for moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/MQ50506.pdf.

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Courte, Lisa J. "Engaging the moral imagination through metaphor : implications for moral education." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21203.

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The first contemporary approaches to moral education emphasize, moral reasoning skills and value analysis. The possible role of imagination in moral understanding is, by and large, neglected. More recent approaches suggest engaging the imagination can benefit moral education. The concept of imagination, however, remains elusive. As the capacity to consider the possible beyond the actual, imagination is a valued educational tool. It is offered that morality and the opportunity for meaningful interpretation of human experience may best be conveyed in symbolic terms. Metaphor, once viewed as an o
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15

Sciaino, Maria. "PRESUPPOSITIONS IN MORAL EDUCATION DISCOURSE: DEVELOPING AN ANALYTIC FRAMEWORK AND APPLYING IT TO MORAL EDUCATION TRADITIONS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4228.

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Moral education is ever more important in our schools today, but the various moral education traditions make it difficult to decide which tradition best serves our purpose and population. This dissertation develops and uses an original analytic framework to narrow the choices of moral education curricula. The analytic framework introduced presuppositions that expounded upon one's center of value or source of moral authority, the nature of people and their capacity for rational thought, the nature of society, the time orientation of tradition, and the resulting morality in action. The analytic
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16

Lee, Feng-Jihu. "Emotivism, prescriptivism, Confucianism and moral education : some implications for the development of moral education in Taiwan." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385040.

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17

Reilly, Elizabeth. "Objectivity and responsibility in moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27233.pdf.

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18

Haberman, Bonna Devora. "The intentionality view of moral experience : creating a moral philosophy of education." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019609/.

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19

Welch, Thomas A. "Overlapping consensus : a model for moral education and moral deliberation in pluralistic societies." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85962.

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Pluralism, the variety of philosophical, moral, cultural and religious worldviews of contemporary society, is a characteristic of Western democracies. This places upon such societies a great challenge for the teaching of moral principles in schools and for the establishment of such principles in the public sphere. John Rawls's political idea of an overlapping consensus is a principle of decision-making that can be used as a model for arriving at principles for moral education and also as a model for moral deliberation in the public domain. Multicultural narratives can play an important
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20

Bridge, Oliver B. "Turkish teachers' beliefs regarding moral psychology and implicit moral education : a case study." Thesis, Oxford Brookes University, 2017. https://radar.brookes.ac.uk/radar/items/3e24d366-8234-4632-9ce7-a17aefaaa71f/1/.

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This thesis reports a mixed method case study of Turkish teachers’ and trainee teachers’ beliefs and attitudes regarding aspects of moral education and moral psychology, and the development of these beliefs and attitudes through teacher training and experience. Both internationally and in Turkey it is generally agreed that teachers are not well enough equipped to carry out moral education. This thesis explores a philosophical argument for why understanding the psychology of moral development could be valuable for teachers in informing their engagement with explicit and implicit moral education
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21

Watson, Janet. "Teachers' conceptions of morality and moral education." Thesis, University of Leicester, 1988. http://hdl.handle.net/2381/35684.

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The central purpose of this study was to explore the ideas about the nature of morality, moral development and moral education of a sample of teachers. In order to interpret these ideas a brief account is given of the main ethical theories held by philosophers and the main psychological theories of moral development. 90 teachers from 57 different schools were given a lengthy interview and completed a questionnaire. The interview consisted of Kohlberg's Moral Judgment Interview with further ethical questions. The questionnaire consisted of open questions on moral development and moral education
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22

McQueen, Gregory P. (Gregory Paul). "Moral Judgment Development in Higher Education Administration." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278754/.

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Patterns of moral judgment exhibited by institutional candidates and fellows in the American Council on Education Fellows Program in Leadership for Higher Education 1988/1989 and 1989/1990 were explored in this study. The fellowship program selection process produced a group of institutional candidates with the high level of moral judgment development necessary for successful leadership in higher education administration. The goals of the program may be best served by minor improvements which will enhance a sound process. The results indicate that moral judgment development was not a significa
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23

Gribov, Shulamit. "Minimalistic virtue ethics, theory for moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/NQ61646.pdf.

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24

Yang, Jie 1983. "Moral education in the emerging Chinese society." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100220.

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Since the "reform and opening-up" policy, Chinese society has been greatly affected by rapid industrialization, the installation of a market economy, and exposure to Western ideas and practices. These changes are having an impact on the current moral education program in varying degrees of intensity. The purpose of this thesis is to develop a framework for moral education in a meaningful and practical manner, and to provide an antidote to the current confusion regarding values in China. This thesis examines moral theories from both Eastern and Western perspectives. It focuses on Confucianism a
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25

Artenosi, Daniel. "Constructing a moral education theory of punishment." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79282.

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This thesis reconstructs John Rawl's Original Position in order to show that within a liberal democratic culture, the institution of punishment ought to conform to the Moral Education Theory of Punishment, put forth by Jean Hampton. According to Hampton, punishment should facilitate a medium where the state educates the criminal on the moral implications of her wrongdoing. I argue that citizens would select the Moral Education Theory of Punishment in the Original Position, since it offers the best opportunity to redress two calamities related to the criminal's wrongdoing---namely, that
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26

Satov, Tauba. "Holocaust studies for moral and religious education." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60083.

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This thesis will present an account of the religious way of living drawn from the writings of selected authorities. It will consider how myths, rituals and religion can help humans reach moments of transcendence. These themes will be discussed further in reference to the pious Jews who originated from small towns in Eastern Europe and who lived in accordance with their religious values.<br>This thesis will give substance to the account of the religious way of living with specific reference to the experience of pious Eastern European Jews before, during and after the Holocaust. It will be propo
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27

Onyeocha, Izuchukwu Marcel. "Towards an effective moral education in Nigeria." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019206/.

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Nigeria is faced with the problems and challenges of pluralism in respect of its ethnic, social, political and religious diversity. This thesis argues that in order to reconcile the conflicting interests and tendencies in the country, an integrated approach to moral education is required. The first chapter clarifies the current situation in Nigeria by showing historically the roots of the present diversity. The second chapter is an introduction to some concepts -- of morality, education, moral education and moral development — which are essential to the later discussion. The third chapter desc
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28

Taylor, Rob, and n/a. "Moral education: a critique of stage development theory and the philosophy for children programme as a moral education alternative." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20050816.142025.

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This thesis considers aspects of Piaget's and Kohlberg's theories of the moral development and education of children. It takes into consideration an old but valuable study of the development of character in children. As a possible alternative model to that provided by Kohlberg we suggest the inclusion of the Philosophy for Children programme into schools. Prior to the elaboration of this proposition we critically analyse certain philosophical concepts put forward by both Piaget and Kohlberg. Our aim here has been to suggest that there are underlying philosophical weaknesses which have a hidden
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29

Wardle, Jeffrey William. "A community of (imperfect) benevolent archangels : a philosophical approach to moral education and an educational approach to moral philosophy." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021518/.

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This thesis is about moral philosophy, moral education, and the relationship which one has to the other. I argue for a particular moral philosophy and derive from that a view of moral education. But I also argue that the relationship between the two is of a special nature and differs from the relationship which might exist between philosophy and education in general or between, say, the philosophy of mathematics and education in mathematics. The moral theory I offer incorporates a view of moral thinking which is, in many respects, similar to that given by Hare. However, the thesis includes an
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30

Larson, Kelli. "Understanding the importance of character education." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009larsonk.pdf.

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31

Dow, Lucia Randolph. "Growing up happy, Aristotle's theory of moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq35149.pdf.

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32

Bates, Vincent Cecil. "Moral Concepts in the Philosophy of Music Education." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1082%5F1%5Fm.pdf&type=application/pdf.

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33

Marx, Mauryne. "A model of moral education : the Euthanasia trial." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61330.

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A model of moral education generally includes a conception of morality, a theory about how moral development can be encouraged, and pedagogical strategies designed to facilitate moral development in educational settings.<br>The Euthanasia Trial is a model of moral education which is based on the concept of morality as a combination of caring, judging and acting. Morality begins with a compassionate concern for life; this feeling triggers the psychological ability to consider the interests of others. Caring and empathy alone, however, are not enough. In order to resolve moral conflicts there mu
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34

Morris, Ronald. "Philosophical foundations of moral values in sex education." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63345.

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35

Martinez, Joel Alan. "Livability, Education and the Aims of Moral Theory." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193971.

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Can Philosophers make a genuine and substantive contribution to the theory and practice of moral education? Contrast the following two answers. According to one approach, analytic moral philosophy is concerned with constructing moral theories. As such, moral education is a secondary concern of the moral theorist and a moral theory will, at most, only have implications for moral education. Call this the strict theoretical approach. An alternative account holds that moral education is a central topic of moral philosophy. As such, moral theorists who ignore questions of moral education are
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36

Campau, James Philip 1941. "Moral education in the classroom: A comparative analysis." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288852.

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The purpose of this study was to extend the research of Matousek (1996). In his study he identified fourteen character traits, that public school teachers felt should be taught in public schools. This study was designed to look at how fifth grade teachers who teach social studies describe character education and how character education is enacted in their social studies classes. The second part of this design involved a comparison of two teachers in their social studies classes at two different schools. To accomplish the purpose of this study the following methodology was used: eight teachers
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37

Silvane, Charles Busani. "A plural moral philosophical perspective on citizenship education." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22000.

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The thesis explores the plausibility of grounding citizenship education in a plural moral philosophical perspective without the danger of relativism. This is meant to enrich and allow citizenship education to reach its full potential of developing responsible and participatory citizens. Most societies require education to develop responsible citizens who have a questioning attitude as well as willing to contribute to the general welfare of society and the environment. However, citizenship education often fails to reach its full potential because it is theorised on a single moral philosophical
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38

Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.

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39

Rubio, i. Serrano Laura. "La cultura moral dels centres educatius: via institucional de l'educació moral." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/670538.

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La tesis que lleva por título "La cultura moral deIs centres educatius: via institucional de l'educació moral" se integra en la línea investigadora del GREM -Grup de Recerca d'educació Moral- de la Universidad de Barcelona que pretende dar respuesta a la cuestión de cómo nos educamos moralmente en el seno de la institución escolar. La investigación concreta su interés en el conjunto del centro educativo, en todos los elementos que componen su organización, dinámica y funcionamiento y lo dotan de valor formativo propio. La hipótesis de fondo es que la escuela, en su totalidad -en su propuest
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40

Aubrey, Richard H. "Moral Purposes of Successful Teachers." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2879.

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The purpose of this study was to describe the moral purposes of successful teachers. Moral purpose was defined as the values and beliefs associated with serving society and serving individuals other than oneself Key informant interviews were conducted with the 18 finalists for Tennessee Teacher of the Year. Interviewees, were asked four basic questions: (1) Why did you choose teaching as a career? (2) How would you describe your moral purpose in teaching? (3) Has your moral purpose changed over time? (4) How would you describe the teacher's role in society? Data were analyzed qualitatively. De
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Beaupré, Charles P. (Charles Paul). "Political ideology and moral education in Japanese and Taiwanese primary schools." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60618.

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Moral education in Japanese and Taiwanese primary schools is an important source of political socialization. An analysis of these two countries' moral education curricula reveals traditions which reinforce national solidarity and central governmental authority. Moreover, political ideology is merged with supporting academic, economic, and cultural values. This study examines the political ideology of the moral education curricula in Japanese and Taiwanese primary schools, the values and behavior promoted by these ideologies, as well as the similarities and differences between the Japanese and
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42

Hui, Man-yee Mary, and 許文愉. "Educating "moral" children: observations froma preschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35416919.

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Yeap, Chin Heng. "An analysis of the effects of moral education interventions on the development of moral cognition /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2000. http://www.lib.umn.edu/articles/proquest.phtml.

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OLMSTEAD, GWENDOLYN TOROK. "MORAL DEVELOPMENT THEORY AND ITS PRACTICAL APPLICATION: MORAL EDUCATION IN THE AMERICAN PUBLIC SCHOOL SYSTEM." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990811063.

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Huh, Mi-Hwa. "An education toward tendency learning for responsible behavior /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396763.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Leslie R. Williams. Dissertation Committee: Celia Genishi. Includes bibliographical references (leaves 189-194).
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Wise, Gregory. "Critical Moral Leadership| Toward Social Justice for English Learners." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285605.

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<p> English learners (EL) account for approximately 10 percent of American public school students and a quarter of all public school students in the state of California. This student group, while already a sizable minority, is also the fastest growing group of students across the state and nation. Therefore, ways that public school systems meet, or fail to meet, the educational needs of EL students will have an increasingly significant impact on outcomes for public school students generally. However, English learners have traditionally experienced public education in very different ways from n
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47

Pousao-Lopes, Cecilia. "The mind values meaning above knowledge : narrative and moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43935.pdf.

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48

Desmery, Kéren. "Les perspectives d'un enseignement moral et civique : éducation à la liberté responsable ?" Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB130.

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Cette thèse étudie les perspectives de l'enseignement moral et civique: de l'annonce d'un enseignement d'une morale laïque à un enseignement laïque de la morale puis un enseignement moral et civique, les projets de rédactions de programmes ont subi diverses mutations tant au niveau de la forme, que concernant le contenu lui-même et méritent une attention plus que particulière. Si la mise en place de cette politique publique ne s'est guère effectuée sans "embûche", la question consiste à s'interroger d'une part sur les apports de cet enseignement moral et civique qui remplace l'ancien " cordon
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Samuelson, Peter L. "Moral imagination in theory and practice." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04232007-151719/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Ann Cale Kruger, committee chair; Laura D. Fredrick, Amy R. Lederberg, John Suarey, committee members. Electronic text (129 p. : col. ill.) : digital, PDF file. Description based on contents viewed Oct. 25, 2007. Includes bibliographical references.
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Buell, E. Kevin. "The Relationship of Ethics Education to the Moral Development of Accounting Students." NSUWorks, 2009. http://nsuworks.nova.edu/hsbe_etd/15.

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Ethical behavior and moral judgment are fundamental issues facing the accounting profession today. Changes in the ethical culture of accounting have brought about a crisis of ethical misconduct in the profession. External forces for better ethics in accounting, represented by Sarbanes-Oxley (SOX) legislation, and internal forces, represented by increased educational coverage encouraged by state societies and the AACSB, are attempts to influence the current crisis. Research in the field of ethics and moral judgment in the accounting profession continues as researchers continue to examine factor
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