The Great Conversation and the Ethics of Inclusion

Wagner, Paul A.; Lopez, Graciela

doi:10.1080/15210960.2010.504496

Cited by 5 publications

(1 citation statement)

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“…It requires keeping an eye on virtues and not confusing virtues with chance events of fortune or misfortune nor with mere personality traits. Humans acquire personality traits through, evolution, genetics, and culture (Wagner & Lopez, 2010). This means personality traits are things that humans have little if any control over.…”

Section: The Continuing Success Of the Moral Self-assessment Protocolmentioning

confidence: 99%

Creating Autonomy in the Advance of Teacher and Moral Educator Development

Wagner¹

2022

JEL

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The demand for character development in many of the Western World’s public schools is increasing. Yet there are substantive steps being taken beyond manipulating student behavior in rigidly constructed contexts. Unfortunately manipulating behavior only develops self-interest as the measure of all good and might makes right the legitimation of authority. Yet as any anthropologist can explain it is role-modeling family and village elders that decides which of two instincts will dominate human development: self-interest or cooperation (Tomasello, 2019). As Aristotle famously observed, it makes no small difference what habits humans develop rather, it makes all the difference. But to be truly conducive to moral development those habits must reflect autonomous conviction to develop organizational well-being over the pandemonium self-interest leads towards. The Moral Self-assessment Protocol discussed herein creates the conditions for teacher and other leaders to track their own moral development to role model for those growing into organization membership, in schools, cities, states, countries and businesses.

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Section: The Continuing Success Of the Moral Self-assessment Protocolmentioning

confidence: 99%