Exemplars and nudges: Combining two strategies for moral education

Abstract

This article defends the use of narratives about morally exemplary individuals in moral education and appraises the role that 'nudge' strategies can play in combination with such an appeal to exemplars. It presents a general conception of the aims of moral education and explains how the proposed combination of both moral strategies serves these aims. An important aim of moral education is to make the ethical perspective of the subject-the person being educatedmore structured, more salient and therefore more 'navigable'. This article argues why and how moral exemplars and nudge strategies are crucial aids in this respect. It gives an empirically grounded account of how the emotion of admiration can be triggered most effectively by a thoughtful presentation of narratives about moral exemplars. It also answers possible objections and concludes that a combined appeal to exemplars and nudges provides a neglected but valuable resource for moral education.

Exemplarism in moral education: Problems with applicability and indoctrination

“…I attempted to show how an exemplarist model can address both issues without giving up on its core educational strategy, namely the exemplarist dynamic. More could be said-in fact, should be saidabout the educational potential of this approach, for example regarding the role of teachers as role models (e.g., Tuninetti 2018), the effectiveness of nudging children through narratives (e.g., Engelen et al 2018) and educating them to intellectual virtue through exemplars, and the educational function of negative or vicious exemplars. v I wish further papers will soon explore these and other issues relevant for an exemplarist approach to moral education, and I hope this paper has contributed to the growing debate.…”

Ecological And Economic Assessment And Ecological Education In Driving Schools

“…It is impossible to change the situation basically until each person is aware of personal responsibility for preservation of environment and feels the need to be included in the environmentoriented process (Sinko, 2014). To solve this problem, it is important that environmental issues become a https: //doi.org/10.15405/epsbs.2019.12.101 Corresponding Author: G. I. Sinko Selection and peer-review under (Engelen, Thomas, Archer, & van de Ven, 2018).…”

Islamic Values of Sura Ceremony Done by Samin People in Jepang, Margomulyo, Bojonegoro as Character Education for Undergraduates

“…Based on the above explanation, educational value involved in Sura ceremony is education related to adab. Adab refers to good things undergraduates must do and bad things they must not do in their daily life especially in the educational context [16]. Sura ceremony teaches them to show gratitude, avoid committing sins (ask for protection), share with others, live in harmony, be humble, and maintain the relationship with others as well as the God in educational context.…”

“…Character education values fostered in Indonesia come from religion, Pancasila, culture, and national education goals; they are being (1) religious, (2)honest, (3)tolerant, (4)discipline, (5)hard worker, (6)creative, (7)independent, (8)democratic, (9)curious; having (10) patriotism, (11) nationalism; being able to (12) appreciate achievement, (13)be communicative, (14) love peace, (15) be bibliophile, (16) have environmental care, (17) have social care, and (18) have responsibility [9]. In higher education, the character education is fostered through tri dharma perguruan tinggi (three pillars of higher education), organizational cultures, undergraduates' activities, and daily activities.…”