Conceptualizing moral literacy

Journal of Educational Administration 07/2007; 45(4). DOI: 10.1108/09578230710762409

ABSTRACT Purpose – The purpose of this research is to provide an overview of the fundamental elements of moral literacy. Moral literacy involves three basic components: ethics sensitivity; ethical reasoning skills; and moral imagination. It is the contention of the author that though math and reading literacy is highly valued by the American educational system, moral literacy is extremely undervalued and under-developed. Design/methodology/approach – In this study the author uses her vast knowledge of moral literacy to break the subject matter into specific and defined sub-categories. She then explains each sub-category explicitly using real-life examples to assist the reader in understanding the gravity and meaning behind each separate facet of moral literacy. Findings – Moral literacy is a skill that must be crafted and honed by students, and with the aid of teachers who are well-versed in moral subject matter. It is a complex and multifaceted skill set that is interconnected and must therefore be learned completely in order to be used properly. Teaching students about moral literacy is truly necessary if schools wish to produce productive and responsible citizens. Originality/value – The study furthers our understanding of moral literacy and how it can play an absolutely vital role in our educational system. The paper not only explains what moral literacy is on a theoretical level, but it puts that theory into specific examples so that the reader can more clearly understand the benefits of acting in a morally literate fashion.

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    ABSTRACT: Purpose – Scholars have adopted a multiple ethical paradigms approach in an attempt to better understand the bases upon which everyday ethical dilemmas are resolved by educational leaders. The aim of this study is to examine the ethical considerations in ethical judgments of aspiring principals. Design/methodology/approach – To examine the ethical considerations involved in school leadership decision making, a specially designed ethical perspective instrument was developed that draws on the multiple ethical paradigms. This exploratory instrument was pre-tested for validity and reliability among school principals and students of educational administration. The research sample consisted of 52 participants in principal training programs in Israel. Findings – Negative correlations were found between choices reflecting values of fairness and those reflecting utilitarianism and care. In addition, negative correlations were found between choices reflecting values of community and those reflecting care, critique, and profession. Critique turned out to be the value most widely adopted by educational leaders to solve ethical dilemmas, followed by care and profession. Originality/value – The common notion in the literature is that the various ethics complement one another. There is, however, little empirical work on ethical judgments of educational practitioners. The importance of this exploratory research is twofold: first, it examines the extent to which multiple ethical considerations can be taken into account simultaneously; and second, it identifies the prevailing values that come into play most often.
    Journal of Educational Administration 07/2011; 49(4):396-413.
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    ABSTRACT: This study is based on Jones’s (Academy of Management Review 1(2):366–395, 1991) theoretic model and explores the relationship between perceived moral intensity and the first three stages (moral recognition, judgment, and intention) of the ethical decision-making process for school principals. A survey consisting of four scenarios was conducted with 790 school principals in Taiwan. The results revealed differences in perceived moral intensity and the ethical decision-making process between scenarios. The two-factor solution for moral intensity and the relationship between moral intensity and moral recognition, judgment, and intention were found to support Jones’s (1991) theory. In addition, perceived potential harm appeared to have a stronger relationship with moral judgment and intention. However, the correlation between moral intensity and principals’ moral recognition appeared to be weak.
    The Asia-Pacific Education Researcher 11/2013; · 0.96 Impact Factor
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    ABSTRACT: The Leaders Transforming Learning and Learners (LTLL) project explores the ways in which moral purpose, authentic learning and educative leadership work together in schools to transform the lives of learners, making use of a conceptual framework that embraces these elements. This article takes up the issue of how schools view their moral purpose, what they see as evidence of their endeavours in this area, and how these perceptions change over time. A team from each of the 11 participating schools completed a reflection instrument on commencement, and towards the end of their formal engagement with the project. Two major sections of this instrument tap into aspects of moral purpose: values and ethics. The article summarizes and analyses school perceptions of six of the LTLL schools both before and after the LTLL intervention, and examines changes which took place as a consequence of participation in this important dimension of school life. Broadly speaking, over the course of the program perceptions of the extent to which moral purpose was being realized were more positive, and a wider range of types of evidence was utilized. Within this overall pattern, however, there were some variations in individual schools.
    Educational Management Administration &amp Leadership 01/2012; 40(2):248-271. · 0.64 Impact Factor

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May 28, 2014