Moral education and the role of cultural tools

Vestøl, Jon Magne

doi:10.1080/03057240.2011.541766

Cited by 5 publications

(6 citation statements)

References 3 publications

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“…Estas ideas de Benhabib han inspirado también la investigación empírica, como la que recientemente ha llevado a cabo, por ejemplo, Vestøl en Noruega, mediante un análisis comparado de los libros de texto dedicados a la educación moral en los programas de formación del profesorado y en los centros de educación secundaria superior, por un lado, y de la producción escrita de estudiantes de cuatro escuelas secundarias, por otro. El análisis mues-tra un desigual peso, en los libros de texto, del «lenguaje de la justicia» sobre el «lenguaje del cuidado», mucho menos patente en la producción de los estudiantes, donde ambas perspectivas aparecen más entrelazadas (Vestøl, 2011).…”

Section: Introductionunclassified

Articulación de la justicia y el cuidado en la educación moral: Del universalismo sustitutivo a una ética situada de los derechos humanos

Pérez

Olmeda

2015

Educación XX1

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Section: Introductionunclassified

Articulación de la justicia y el cuidado en la educación moral: Del universalismo sustitutivo a una ética situada de los derechos humanos

Pérez

Olmeda

2015

Educación XX1

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“…Moral norms are rules of morality that a person believes and follows. There are two indicators of measuring moral norms: kindness and moral obligation [15]. Perceived behavioral control is a person's perception with regard to his ability to perform certain behaviors.…”

Section: Research Variablementioning

confidence: 99%

“…Norms considered moral values still require other factors that will affect the intention to behave ethically. Moral norms do not always measure effectiveness because each group or every organization has different moral values [15]. Each group will have its value.…”

Section: Moral Norm Effect On Ethical Behavioral Intentionmentioning

confidence: 99%

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Examining religiosity to determine student ethical behavior intention

Susilowati

Aeni

Wijaya

2022

IJERE

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<span lang="EN-US">Religiosity remains a black box in educational research; only a few studies conducted regarding religiosity. Therefore, this study was conducted to examine some variables on students’ religiosity. This article attempts to determine the influence of attitude, injunctive norm, moral norm, and perceived behavioral control on student's ethical behavioral intention through religiosity. There were 273 education students from several higher education in Indonesia participated in this study. Questionnaire was used to collect data, while path analysis was used to analyze the data. The results found that injunctive norm, perceived behavioral control, and religiosity directly affected the intention of ethical behavioral. Besides, there was no direct effect between attitude and moral norms and the intention of ethical behavioral. Then, religiosity competent to become the intervening variable of attitude, injunctive norm, moral norm, perceived behavioral control on ethical behavioral intention. The paper can explain the black box that found attitude of a student was influenced by their religiosity or faith and belief. Other than attitude and moral norms, the stronger the religiosity could help students to create a good behavior.</span>

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“…Benhabib's perspectives accommodate the dynamics distinguishing curriculum and educational practices, involving both bottom-up and top-down processes (see Ball, 1998). Other scholars have applied her concepts to educational studies (Wahlström, 2009;Vestøl, 2011;Sporre, 2015;Franck, 2017), and Vestøl in particular accentuates the relational aspect of Benhabib in studies of moral education. Below, the relational aspect is expressed in the multiple allegiances of the students, also instantiating Papestephanou's (2012) concept of eccentric cosmopolitanism.…”

Section: Theoretical Considerations: Critical Cosmopolitanismmentioning

confidence: 99%

Situating Moral Education in a Globalized World. Environmental Ethical Values and Student Experiences

Kvamme

2020

Rethinking Ethical-Political Education

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Since the 1980s the United Nations has called for a sustainable development, responding to the challenges of ecological crisis, global warming, and continuous social inequity. Within the sustainable development agenda environmental ethical values are addressed, formulated as concerns for human beings in the present and the future, and for the morethan-human world. These values are also central in UNESCO´s initiative of education for sustainable development. This chapter is an empirical study based on observations of a class of 10th gradeNorwegian students who are exposed to the challenge of sustainable development in moral education. I examine how the environmental ethical values formulated by UNESCO are recontextualized in the classroom. The analyses are informed by critical cosmopolitanism, with a sensitivity for the situatedness of the students in a web of relations.In the particular lesson in which sustainability is addressed, carbon footprint plays a significant role, drawing attention to the students´ consumption patterns. In this way the issue becomes individualized and depoliticized, reflecting central tenets in neoliberalism. National concerns seem to add to this impact of hegemony.Informed by a retrospect group interview, the article demonstrates the potential of bringing in the students´ web of relations in moral education, addressing both their global and local embeddedness. An educational practice is suggested, in which the environmental ethical values are disclosed and explored, involving the students´ situatedness, and mediating between the ethical and the political.

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Moral education and the role of cultural tools

Cited by 5 publications

References 3 publications

Articulación de la justicia y el cuidado en la educación moral: Del universalismo sustitutivo a una ética situada de los derechos humanos

Articulación de la justicia y el cuidado en la educación moral: Del universalismo sustitutivo a una ética situada de los derechos humanos

Examining religiosity to determine student ethical behavior intention

Situating Moral Education in a Globalized World. Environmental Ethical Values and Student Experiences

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