Ethics education seen through the lens of Habermas’s conception of practical reason: the Québec Education Program

Learning from experiences to determine quality in ethics education

“…However, he thinks it is not feasible to teach non-religious ideas beside a religious educational structure and concludes with recommending ethics education for teaching different values, thoughts, and approaches (Tillson 2011). Furthermore, Boucharda and Morris examine the Quebec Education Program's ethics and religious culture course and attribute the achievement of moral education programs to their attention to "the empirical, existential and social world of learners (p. 184)" (Boucharda and Morris 2012). Therefore, all the aforementioned positions address distinct aims and aspects of ethics education: instilling in students certain virtues and creating a virtuous world, obtaining specific ethical knowledge, skills, and abilities to find a job, teaching both religious and non-religious perspectives, and paying attention to learners' social world.…”

Six forms of variety in students' moral reasoning: an age-old distinction enabling new methods and findings

“…Hence, knowledge of moral reasoning is one important component for building educational programs that can help reduce future unwanted behavior. It is a common view that an ethics education program ought to cultivate moral reasoning in learners (Bouchard and Morris 2012). Developing ethics education through focus on the development of moral reasoning is used in as varied contexts as business education, nursing education, professional education, special needs education, college education, and preschool education (Bebeau 2002;Chaparro et al 2013;Mayhew and King 2008;McLeod-Sordjan 2014;Schmidt, McAdams, and Foster 2009;Senland and Higgins-d'alessandro 2013).…”