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This book includes an analysis of the broad stages in the developmental pattern, of the key variables that must shape it, of their function in moral judgement and of the principles that must lie behind a moral education that has autonomy as its goal.

This thesis proposes that moral development, specifically teaching students to be caring and compassionate, should be a goal of high school education. The research sought evidence of moral education taught explicitly within the public high school system of Canada's English-speaking provinces using four indicators: graduation requirements, provincial governments' purposes of education, high school curricula and school division mission statements. Findings reveal that although departments of education and school boards express concern for students' moral development in educational goals and supplementary programming, there is very little follow-through to the classroom and students. No graduation requirements or courses were found pertaining to moral education. Using key search terms it was also determined that any related curriculum content, embedded in other subjects, constitutes only minor portions of courses. Recommended is an increase in mandatory moral education at the high school level, focusing on interpersonal relations and the ethic of care. ; May 2009

Responding to increasing global anxiety over the ethics education of military personnel, this volume illustrates the depth, rigour and critical acuity of Professional Military Ethics Education (PMEE). While primarily focused on US military academies, the volume will resonate with those responsible for education in military academies across the globe.

Responding to increasing global anxiety over the ethics education of military personnel, this volume illustrates the depth, rigour and critical acuity of Professional Military Ethics Education (PMEE). While primarily focused on US military academies, the volume will resonate with those responsible for education in military academies across the globe.

With a new century, there has emerged a new age in moral considerations. The Arab Spring, Facebook, and the Occupy Movement all point to an awareness of, and concern for, the moral character of the individual and the collective. The phrase, "it's the right thing to do", echoing throughout news media and one's daily exchanges, typically indicates a moral positioning. Presented in this book is the argument that now is the time to call it what it is, a matter of conscience, and to embrace the transformative power of a new vocabulary for moral and character education. In a more expansive approach than typically seen, this book examines the nature and function of conscience. Building upon the foundational work of Thomas Green (1999), the vocabulary of reflexive judgment, reflexive emotions, normation, and voices of conscience, are explored as they apply to moral formation, with examples and applications provided. Specific attention is given to the interrelationship of the collective conscience with democracy. Educating for conscience and the notion of the sacred are also examined. Written from an educator's perspective, this book offers a framework for moral education to both the secular and religious domains