Thesis (M.S.)--Eastern Illinois University, 2006. / Includes bibliographical references (leaves 140-145).

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 26, 2006. Dissertation Committee: Larry D. Kennedy, John R. McCarthy (co-chairs), Judith A. Mogilka, James C. Palmer. Includes bibliographical references (leaves 80-84) and abstract. Also available in print.

Magister Psychologiae - MPsych / The purpose of the study was to explore what parents expect of schools regarding citizenship and moral education. It was argued that it is important that parents' views are taken into accouint when exploring citizenship and moral education in the schools in order to enhance congruence between values and associated virtues promoted at school and at home. / South Africa

Most writers on moral education see moral principles as central to that enterprise. The aim of moral education is to produce moral persons and that, it is believed, is achieved by getting students to grasp, or to develop, moral principles. It is important, therefore, for anyone engaged in moral education, or for anyone developing or assessing programs of moral education, to have a clear understanding of just what moral principles are. This paper is an attempt to become clearer about what moral principles are and in what ways they are important to moral education. The approach taken consists in first considering the theory of moral development put forward as a basis of moral education by Professor Lawrence Kohlberg who has to date, done the most extensive work in this area. Second, the question 'What is a moral principle?' is examined at length and arguments presented for the view that there are two distinct and equally important senses of moral principle. In the light of this examination a critique is offered of Professor Kohlberg's account of the nature of moral principles. Finally, consideration is given to the task of moral education. / Education, Faculty of / Graduate

In this dissertation, I construct and defend a conception of global education as a moral enterprise. I argue that the ethical and political commitments which should be at the heart of programs have not been made explicit or central. Fundamental commitments to democracy are incompatible with global education that focuses mainly on existing world systems and relationships, and promotes national interests. The foundations of global education should be those that underlie projects of communicative ethics, defined here as frameworks for uncoerced communication between particular individuals in actual contexts. On this view, global education is education toward just and respectful exchanges across social, political, and cultural differences. A central feature of this conception is the development of a defensible global perspective. To attain such a perspective is, in part, to develop the sensitivities and dispositions that will help one understand and appreciate another’s point of view. This kind of understanding can only be partial and is often problematic. There is always the possibility of misunderstanding, even incommensurability. Further, understanding does not entail agreement. Dialogue needs to proceed cautiously and with awareness of the potential for coercion. Nevertheless, it is hoped that educational efforts toward communicating with others will lead to the mutual recognition of some commonalities, and may eventuate in the construction of a limited global community of concern. There are a number of communicative virtues necessary for listening and speaking to individuals who are beyond the boundaries of our existing local and national concerns. The three moral dispositions presented here are especially important. Empathy, tolerance, and a sense of justice are discussed in terms of meeting the challenges of communicating across differences and distance. Classrooms are places where these virtues can be carefully cultivated, and where the possibilities for constructing community can be explored through defensible programs of global education. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Two studies were carried out to evaluate a model developed by Hogan (1973) which categorizes level of moral maturity by degrees of socialization and empathy. The model appeared to be useful for predictive and prescriptive guidance for education and psychology. The measures used for this purpose were: Gough's (Gough and Peterson, 1952) Socialization scale, Hogan's (1969) Empathy scale, Rest's (1974) Defining Issues Test (DIT), and, in a small subsample of the second study, Hogan's (Hogan and Dickstein, 1972) Measure of Moral Values (MMV). Study one subjects (N = 186, grades 11, and 12) received a revised edition of the socialization and empathy scales. The specific hypotheses of the study were: (1) that empathy is a stronger predictor of moral judgement (DIT P scores) than is socialization, and (2) that there would be a significant increase in moral judgement scores from the low socialization- low empathy category (delinquent), through high socialization-low empathy (moral realist), to low socialization-high empathy (le chic), and high socialization-high empathy (morally mature). The first hypothesis was significantly upheld. The second hypothesis was not upheld to statistical significance, however. It was decided to replicate the study using the complete socialization and empathy scales in order to obtain a higher internal consistency reliability of these measures. A higher reliability of the socialization and empathy scales was found in the second study (N = 66, grades 10, 11, and 12). Again the first hypothesis was upheld while the second was not. A subsample (n = 23, grades 11, and 12) was given the MMV in order to explore (1) whether the DIT P score and the MMV quantify the same factor, moral judgement, and (2) whether Hogan's model fits equally well with the DIT P score and the MMV. It was found that the DIT P scores and the MMV were essentially unrelated. Socialization was a stronger predictor of the DIT P score while empathy was a stronger predictor of the MMV results. While the DIT P score accounted for more variance of the socialization and empathy scales this was because of a negative correlation between socialization and DIT P scores, contrary to theoretical prediction. The utility of Hogan's model for education and psychology was questioned since the breakdown of categories hypothesized by Hogan was not significantly evident in these studies. Suggestions as to possible sources of problems in the studies, methods of correcting these problems, and future directions were made. / Arts, Faculty of / Psychology, Department of / Graduate

The American public school system's immense influence on culture and politics makes its critical inquiry vital for social awareness and prosperity. There is a wide body of literature that speculates on the presence of moral education in American public high schools. This study addresses the research need for information on the real-life "moral education" situation. The use of the literature term "moral education" was confirmed by research participants. A qualitative study was formed to explore the situation. Two American public high schools with different population sizes and ethnic demographics were used to recruit 18 participants. The study determined that moral education is present in American public high schools, because the topic is "organic" or naturally inseparable from the teaching process. A number of methods were used to teach the topic and subjects ranged from controversial to non-controversial in nature.

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