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Education Sciences
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Moral Education and Identity
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Moral Education and Identity

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 November 2019) | Viewed by 32095

Special Issue Editor

Prof. Laurance Splitter

E-Mail Website
Guest Editor
1. Honorary Associate, School of Historical and Philosophical Studies, The University of Melbourne, Melbourne, Australia
2. Honorary Professor, Department of International Education and Lifelong Learning, The Education University of Hong Kong, Hong Kong

Special Issue Information

Dear Colleagues,

As the invited Guest Editor for this Special Issue of Education Sciences on “Moral Education and Identity”, I am seeking expressions of interest from academics and practitioners who would like to contribute. While each of the terms “moral education” and “identity” covers a vast field, combining them suggests a more manageable domain, one which has been highlighted by recent events and debates around “identity politics”, cultural identity, religious freedom, the plight of refugees, sexuality, gender and transgender issues, etc. The purpose of the Special Issue is to explore the extent to which issues of identity bear, or can be brought to bear, on our understanding, construction and implementation of moral education.

The following questions and guidelines, while not mandatory, may be helpful.

  • How do issues of identity help our understanding, construction and/or implementation of moral education?
  • The connection between personal identity and moral education;
  • The role of culture in relation to morality, moral education and identity;
  • Does our understanding of identity influence the nature or practice of moral education?
  • Do contemporary world affairs affect the way we think about identity, morality and/or education? Should they?
  • How do religion and religious freedom bear on issues relating to moral education and personal identity?
  • What role, if any, do such issues as gender identity and sexuality play in moral education?
  • Who are the appropriate authorities when it comes to moral education and personal development  (the state, private and religious bodies, parents and families....)?
  • How do specific programs and approaches (for example “Philosophy for Children”) deal with matters relating to moral education and identity?

While contributions from any field or discipline are welcome, authors should avoid:

  • Empirical or anecdotal/narrative reports with little or no conceptual dimension or focus;
  • Highly abstract or theoretical discussions relating to identity and/or morality/ethics with little or no reference to education.

In keeping with the general policy guidelines of the journal, contributions from younger scholars (doctoral, post-doctoral, early-career, etc.) are most welcome. Likewise, contributions examining non-Western or cross-cultural theories and practices are also encouraged. However, all submissions must be in English (with the exception of special characters and terms, as appropriate). 

If you would like to contribute to this Special Issue, please send a summary or informal abstract (up to 400 words) and a short CV or bio (1-2 pages) to me, at the email address specified.

Thank you.

Prof. Laurance Splitter
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Identity
  • Morality
  • Moral education
  • Identity politics
  • Culture

Published Papers (5 papers)

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Research

13 pages, 309 KiB  
Article
Research in Moral Education: The Contribution of P4C to the Moral Growth of Students
by Félix García-Moriyón, Jara González-Lamas, Juan Botella, Javier González Vela, Tomás Miranda-Alonso, Antonio Palacios and Rafael Robles-Loro
Educ. Sci. 2020, 10(4), 119; https://doi.org/10.3390/educsci10040119 - 22 Apr 2020
Cited by 8 | Viewed by 9652
Abstract
Moral education and moral growth are very important topics, and have been so as much in the fields of moral psychology and moral education as in the policies of governments and international institutions over the past decades. These two topics are also central [...] Read more.
Moral education and moral growth are very important topics, and have been so as much in the fields of moral psychology and moral education as in the policies of governments and international institutions over the past decades. These two topics are also central themes within the educational proposal of Philosophy for Children (P4C), as seen in theoretical reflection and in educational research. It is necessary to start from a more global approach to moral growth, focused on the development of capacities. Such abilities are to be understood as virtues or personality traits that enable us to achieve a full life, that is, to become good people. The transformation of classrooms into communities of philosophical inquiry, following the educational guidelines of P4C, can contribute to the achievement of this objective. Here we present the psychological and methodological underpinnings of an educational research project that we are applying to a small sample that includes two groups—experimental and control—in a typical classroom environment. We are administering tests at the beginning and the end of the application of a moral education model according to the basic principles of Philosophy for Children. The objective is to verify that our research design could be used to evaluate the contribution of this educational model to the students’ moral growth, understood as the consolidation of the students’ moral habits and competences. Full article
(This article belongs to the Special Issue Moral Education and Identity)
18 pages, 296 KiB  
Article
The Implementation of an Ethical Education Curriculum in Secondary Schools in Ireland
by Maria Bourke, William Kinsella and Paula Prendeville
Educ. Sci. 2020, 10(1), 14; https://doi.org/10.3390/educsci10010014 - 31 Dec 2019
Cited by 6 | Viewed by 8497
Abstract
The paper investigates teachers’ and principals’ experiences of implementing a pilot of an ethical education (EE) curriculum to a senior cycle programme in Educate Together secondary schools in Ireland. The development of this curriculum was informed by the Integrative Ethical Education Model (Lapsley [...] Read more.
The paper investigates teachers’ and principals’ experiences of implementing a pilot of an ethical education (EE) curriculum to a senior cycle programme in Educate Together secondary schools in Ireland. The development of this curriculum was informed by the Integrative Ethical Education Model (Lapsley and Narvaez, 2004). Thirteen teachers and two school principals were interviewed about their experiences of this curriculum and its impact on school culture and organisation. An implementation science approach informed a thematic analysis of transcripts that interrogated the perspectives of participants, and revealed the systemic factors that included barriers to, and facilitators of, EE curriculum implementation. Interviews were analysed inductively, by exploring participants’ experiences, and deductively, using Narvaez’s framework of ethical skills. Results were presented within the domains of school setting, wider school setting, curriculum characteristics and teacher characteristics, reflecting an implementation science approach. Findings suggest that this curriculum nurtured a positive school climate where students identified as having a greater sense of school belonging as a result of access to this curriculum. Full article
(This article belongs to the Special Issue Moral Education and Identity)
22 pages, 286 KiB  
Article
Who Am I? Transforming Our Understanding of Identity and Moral Education
by Laurance J. Splitter
Educ. Sci. 2020, 10(1), 9; https://doi.org/10.3390/educsci10010009 - 30 Dec 2019
Cited by 4 | Viewed by 5111
Abstract
When I was invited to edit a special issue of Education Sciences on the theme of “Moral education and identity”, I saw an opportunity both to gain a better understanding of how scholars across a range of disciplines construed the task of moral [...] Read more.
When I was invited to edit a special issue of Education Sciences on the theme of “Moral education and identity”, I saw an opportunity both to gain a better understanding of how scholars across a range of disciplines construed the task of moral education in terms of identity and—I can now confess—to defend the claim that moral education, when properly understood, depends upon an account of identity which is quite different from that which dominates the social sciences, the media and popular opinion. My aim here is to provide such an account and, thereby, to suggest how we might construe the challenge of moral education in a world, and at a time, in which self-centered, short-sighted and narrow-minded thinking dominates much of the socio-political landscape. I argue that the dominant view of identity—that our own identities are constituted by those collectives and institutions with which we identify—actually reinforces narratives which bind us to tribal perspectives—in national, religious and cultural terms—in which we increasingly see ourselves and others in terms of who is “in” and who is “out”. I propose a relational view of identity in which each person sees her/himself as “one among others”, where the relationships in question both bind us in familiar and concrete ways to others—i.e., other persons but also other objects in the world—and transcend the boundaries imposed by belonging to this or that nation, religion, culture, or tribe. This idea of what it means to be a person goes hand-in-hand with a framework for moral education which is also both concretely relational and appropriately transcendent. Put briefly, we need to create the conditions in which young people engage one another dialogically in taking responsibility for tackling what I term “the Big Questions”, including: “What do I/we stand for?”, “What/who really matters?”, “What kind of society/world do I/we want to live in (and leave for future generations)?”, and “What is my place in the world?”. (In taking this approach, I aim to address at least some of the questions posed in the original call for submissions for this special issue, as outlined at the Special Issue “Moral Education and Identity”). Full article
(This article belongs to the Special Issue Moral Education and Identity)
12 pages, 268 KiB  
Article
Shaping the Identity of the New Maltese through Ethics Education in Maltese Schools
by Joseph Giordmaina and Lucianne Zammit
Educ. Sci. 2019, 9(4), 253; https://doi.org/10.3390/educsci9040253 - 4 Oct 2019
Cited by 4 | Viewed by 3371
Abstract
The aim of this paper is to show how changes in the social fabric of Malta have resulted in amendments to the school curriculum in respect to the teaching of moral values. The curriculum now caters for a new subject in schools called [...] Read more.
The aim of this paper is to show how changes in the social fabric of Malta have resulted in amendments to the school curriculum in respect to the teaching of moral values. The curriculum now caters for a new subject in schools called Ethics, which is aimed at students who opt out of the mainstream Catholic Religious Education classes. As educators directly involved in its introduction in Maltese schools, as well as in the training of the subject teachers, we reflect on how this new subject relates to the development of both Maltese and migrant students’ identities. We highlight some of the challenges the subject of Ethics presents to parents, teachers and students, and the tensions some students encounter between the religious values taught at home and secular values taught at school. Full article
(This article belongs to the Special Issue Moral Education and Identity)
14 pages, 219 KiB  
Article
Relevance and Values of Gandhi’s and Bacha Khan’s Moral Education in Negotiating/Addressing Situated Disparities of South Asia
by Uttaran Dutta, Syed Rashid Ali and Nizar Ahmad
Educ. Sci. 2019, 9(2), 108; https://doi.org/10.3390/educsci9020108 - 19 May 2019
Viewed by 4778
Abstract
Focusing on the contemporary conflicts and social political complexities of South Asia (specifically, India and Pakistan), this paper explores the roles and relevance of Gandhi’s and Bacha Khan’s moral education in negotiating/addressing the situated disparities. Drawing from the words and wisdom of Gandhi [...] Read more.
Focusing on the contemporary conflicts and social political complexities of South Asia (specifically, India and Pakistan), this paper explores the roles and relevance of Gandhi’s and Bacha Khan’s moral education in negotiating/addressing the situated disparities. Drawing from the words and wisdom of Gandhi and Bacha Khan, this paper examines identity issues particularly in the context of (i) gender (disparities and struggles of women (and girls) in the society); (ii) age (situation and contributions of youths and elderly people in bringing about changes); (iii) class (including occupational and caste-based complexities and their negotiations); (iv) ethnicity (struggles of indigenous populations in overcoming situated adversities); (v) religion (tensions and acts of negotiating religious orthodoxies towards creating more secular society); and (vi) regional identities (roles of regional identities in fostering local development). Grounded in their philosophies and pedagogies, the paper discusses the contributions of the two visionaries and their epistemologies/ideologies in studying and/or addressing the issues of contemporary world. This scholarship seems particularly important today when dominant sociopolitical and religious institutions and their agendas often do not value (if not oppose) such moral education, which potentially affects the lives of South Asian populations at large. Full article
(This article belongs to the Special Issue Moral Education and Identity)
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