University students’ perceptions of learning of moral education: a response to lifelong moral education in higher education

Wong, Mei Yee

doi:10.1080/13562517.2020.1852201

Cited by 16 publications

(22 citation statements)

References 32 publications

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“…Summing up, efforts fostering the moral development of people of all intellectual abilities are important because morality influences all aspects of human functioning. People with intellectual disabilities seem to deserve special attention in this regard because attempts to help them overcome the consequences of their impaired cognitive abilities have so far frequently been made at the cost of other spheres of their functioning (Frisancho & Delgado, 2018;Jing & Suting, 2020;Wong, 2020;Farber & Metro-Roland, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Two factors are necessary for moral experience to be formed: inner resources (e.g., the ability to learn from previous experiences) and outer influences promoting habits that will determine one's moral choices. In the development of moral sensitivity, moral experience is secondary to the cognitive and emotional spheres, but it is still indispensable (Frisancho & Delgado, 2018;Wong, 2020).…”

Section: Moral Sensitivity Of Young People With Intellectual Disabili...mentioning

confidence: 99%

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Moral Sensitivity of Young People with Intellectual Disability – Its Role in The Process of Their Education

Otrębski

Czusz-Sudoł

2022

The European Educational Researcher

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According to Heller and Życiński (1980) the primary regulator of human behaviour is the system of values therefore its development should be in the centre of all educational and upbringing measures. Our focus here is on moral sensitivity understood as the ability of an individual to see social situations from the perspective of moral good and moral evil that represent values embodied in moral norms adopted by the world and internalised by humans as the principles of conduct. The main research question was the following: How morally sensitive are persons with ID and how is their sensitivity associated with the degree of intellectual disability and gender? A non-probability sample 267 of Polish residents aged 16-30 years with mild (58.42%) or moderate (41.58%) intellectual disability was assembled. Men and women were almost in equal proportion. The Moral Sensitivity Inventory (MSI; Otrębski, Sudoł, 2020) has been used to measure the moral sensitivity of people with ID. It consists of 10 illustrated stories presenting typical social situations containing moral dilemmas, and an evaluation form. The tested person’s task is to answer the following question “Who, in this story, did something right or wrong, and what was that?” and to indicate as many moral elements in the story and the picture as they can. The results imply that the study participants had different ability to discern moral good and moral evil. They were more sensitive to the manifestations of good and evil bad associated with Understanding one’s behaviour and its impact on others (more than one-fourth of them had high scores) and less perceptive of those relating to Respect for others’ property and Conformance to principles and norms. The results of the study expand the knowledge of the overall moral sensitivity of persons with intellectual disabilities.

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Section: Discussionmentioning

confidence: 99%

Section: Moral Sensitivity Of Young People With Intellectual Disabili...mentioning

confidence: 99%

Moral Sensitivity of Young People with Intellectual Disability – Its Role in The Process of Their Education

Otrębski

Czusz-Sudoł

2022

The European Educational Researcher

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“…The keywords "children" and "adolescent" reveal the main groups with which moral education was concerned at that time (Kuther and Higgins-D'Alessandro, 2000). This focus is different from the view that "moral education is an integral part of lifelong education, " held by some scholars in recent years (Wong, 2020). This difference shows that the generalization in moral education's object has been a major trend in the past 20 years.…”

Section: Keyword Evolutionary Analysismentioning

confidence: 93%

“…Different from disciplinary education, the value of moral education in practice has been controversial (Peters, 2015 ). Some scholars have questioned the necessity for schools to provide moral education (Stanley, 2003 , 2004 ; Motos, 2010 ); however, more scholars have agreed that schools should supply systematic moral education and have provided corresponding bases for doing so (Hoekema, 2010 ; Wong, 2020 ; Sison and Redín, 2022 ). These scholars have considered that schools have the responsibility and obligation to help students contribute to society in ways that are not limited to the value of social production but that also consider the prosocial value of promoting social goodness from the moral perspective (Hoekema, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

“…However, thanks to the efforts of scholars, moral education has become an indispensable part of school education (Leihy and Salazar, 2016 ). Nevertheless, disputes remain on how to implement moral education as well as on its connotation and value (Wong, 2020 ; Lee, 2022 ). The differences remain unclear in the moral educational issues in terms of cultural environments and social backgrounds, and systematic and comprehensive quantitative reviews and analyses are lacking in the moral education literature.…”

Section: Introductionmentioning

confidence: 99%

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Development and status of moral education research: Visual analysis based on knowledge graph

et al. 2023

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IntroductionMoral education is an educational process of the continuation, construction, and transformation of moral and social norms, and is an important guarantee for the sustainable vitality of human morality.MethodsWith bibliometrics applied and VOSviewer and CiteSpace as tools, this paper systematically analyzes 497 articles published in the Social Sciences Citation Index of Web of Science core collection from 2000 to 2022 in the field of moral education research.ResultsBy quantifying specific performance information in the field of moral education in terms of authors, journals, organizations and countries, this paper identifies the highly productive authors and organizations, as well as core journals (i.e., the Journal of Moral Education). A cluster analysis is used to show the knowledge structure, and an evolutionary analysis to present the macro-development trend of moral education.DiscussionIn this paper, the comprehensive description of the research topics on moral education clarifies the development model and disciplinary prospect of the moral education research, and provides theoretical and practical support for the continuous development and application practice of the moral education research.

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Psychology of morality as a fundamental discipline in the higher education system

Nekhorosheva,

Sidyacheva

2024

World of Science. Pedagogy and psychology

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The article is devoted to the formation of moral psychology as a new academic discipline, which is gradually spreading in the system of higher education of psychologists. The reasons for this process are the intensive development of the scientific direction «Psychology of Morality» and the gradual penetration of accumulated scientific knowledge into the educational sphere. Presents educational courses and textbooks on moral psychology developed by M.I. Volovikova, L.L. Dikevich, S.K. Nartova-Bochaver, N.V. Melnikova, R.V. Ovcharova, E.A. Plekhanova, A.N. Brazhnikova, S.V. Molchanov, I.N. Polshakova, O.V. Konovalova, A.A. Shevchenko. The generalized content of courses developed at Russian universities is described. Some courses and modules on moral psychology taught in foreign universities are listed. Special attention in the article is paid to the issues of ensuring an unobtrusive educational aspect of such courses through the selection of relevant empirical patterns for study. As an example, empirical data are given that confirm the importance of morality for society and the disadvantage of immorality for the individual. Risks that are important to avoid when developing such courses on a large scale are noted. The risk of making the moral bias too obvious and edifying, the risk of reducing the educational (moral) component to zero or negative values, the risk of extinguishing students interest in the course due to overload with theory. Confidence is expressed in the possibility of avoiding these risks thanks to the large volume of empirical research on moral psychology, which will make it possible to widely diversify the content of such courses, making them interesting and useful in the personal life and future professional activities of students. A conclusion is made about the benefits of further dissemination of courses on moral psychology in the education system of psychologists and educational psychologists.

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University students’ perceptions of learning of moral education: a response to lifelong moral education in higher education

Cited by 16 publications

References 32 publications

Moral Sensitivity of Young People with Intellectual Disability – Its Role in The Process of Their Education

Moral Sensitivity of Young People with Intellectual Disability – Its Role in The Process of Their Education

Development and status of moral education research: Visual analysis based on knowledge graph

Psychology of morality as a fundamental discipline in the higher education system

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