Journal of Moral Education (J MORAL EDUC)

Publisher: Taylor & Francis (Routledge)

Journal description

The Journal of Moral Education provides a unique interdisciplinary forum for consideration of all aspects of moral education and development across the lifespan. It contains philosophical analyses, reports of empirical research and evaluation of educational strategies which address a range of value issues and the process of valuing, not only in theory and practice, but also at the social and individual level. The journal regularly includes country based state-of-the-art papers on moral education and publishes special issues on particular topics.

Current impact factor: 0.69

Impact Factor Rankings

2016 Impact Factor Available summer 2017
2009 Impact Factor 0.855

Additional details

5-year impact 0.72
Cited half-life 9.30
Immediacy index 0.12
Eigenfactor 0.00
Article influence 0.21
Website Journal of Moral Education website
Other titles Journal of moral education (Online)
ISSN 0305-7240
OCLC 47043706
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Eleven teachers and 254 urban middle-school students comprised the sample of this study examining the social and moral development outcomes of the integration of social cognitive domain theory within regular classroom instruction. Participating teachers were trained to construct and implement history lessons that stimulated students’ moral reasoning and conceptions of societal convention. In comparison with baselines and controls, teachers reduced didactic instruction and increased the proportion of class time devoted to small group discussions. Student engagement in transactive discourse significantly increased in participating classes with significantly greater post-test levels of moral reasoning, concepts of social convention, and cross-domain coordination. Student production of operational versus representational transacts through transactive discussion was associated with growth in moral and societal concepts. Teachers continued teaching lessons constructed in the project a year after the research ended.
    No preview · Article · Nov 2015 · Journal of Moral Education
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    ABSTRACT: Ethics education can potentially be supplemented through the use of video games. This article proposes a novel framework (Ethics Practice and Implementation Categorization [EPIC] Framework), which helps educators choose games to be used for ethics education purposes. The EPIC Framework is derived from a number of classic moral development, learning, and ethical decision-making models, including frameworks and theories associated with games and ethics, as well as prior empirical and theoretical research literature. The EPIC Framework consists of seven ethics education goals (e.g., building ethical awareness, practicing reflection, and enhancing character), and 12 strategies associated with ethics education, which are also present in video games (e.g., role-play, modeling, and simulation). Each of the framework’s categories is described in detail, and the limitations of the framework are also discussed.
    No preview · Article · Nov 2015 · Journal of Moral Education

  • No preview · Article · Nov 2015 · Journal of Moral Education
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    ABSTRACT: The Moral Competence Test (MCT) was designed over 30 years ago to provide a resource for educators interested in conducting cross-cultural studies of moral development and education. Since its origin, it has been translated into at least 30 languages and used in hundreds of studies. However, few studies provide evidence to support the use of the test in the US. The test’s designer identified three criteria for evaluating the construct validity of the test and its primary scores: do correlations of stage scores reflect a simplex structure, do ratings follow the theoretical order of stages, does the test differentiate preferences and structures of reasoning. We use these criteria and evidence of criterion and content validity to assess the validity of the MCT. We present results from two US samples (n = 772). Results analyzing the test author’s criteria support the semantic validity of the test, however, evidence of criterion validity raise questions about the C-score as a measure of moral competence. After controlling for stage preferences, the C-score was negatively related to democratic attitudes and positively related to dogmatism.
    No preview · Article · Nov 2015 · Journal of Moral Education
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    ABSTRACT: This article offers an account of the understanding citizens need in order to justify moral principles in the public sphere and it identifies an important role for moral education in the promotion of that civic understanding. I develop this account through a contrastive analysis of Phillip Kitcher’s conception of public knowledge and Jurgen Habermas’ Discourse Ethics. Kitcher is focused on the social conditions necessary for the circulation of scientific knowledge in advanced democracies; the analysis offered in this article expands on what Habermas and other deliberative democrats claim are epistemic conditions necessary for the construction and circulation of moral understanding. I use this account to critically assess public policy that aims to ‘get around’ public deliberation by using strategies derived from behavioral economics in order to shift civic behavior in specific (moral) directions. Finally, I specify how such strategies have the potential to undermine moral understanding in the public sphere and I argue for a central role for moral education in mitigating such effects.
    No preview · Article · Oct 2015 · Journal of Moral Education

  • No preview · Article · Aug 2015 · Journal of Moral Education
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    ABSTRACT: This article researches whether approaches to moral education aim to influence the development of the personal worldview of students. An example of a Dutch moral education programme is presented and the findings are used to analyse various approaches to moral education. Our analysis demonstrates that every approach aims to influence the personal worldview of students because of underlying ontological beliefs. This is the inevitable and minimal influence a moral education approach has on personal worldview. Our analysis also demonstrates that two approaches go further: Aristotle’s virtue ethics and Kantian deontological ethics. Both aim to contribute to the personal worldview development because they aim to influence the broad moral views (ethical and teleological matters) students have.
    No preview · Article · Aug 2015 · Journal of Moral Education

  • No preview · Article · Jul 2015 · Journal of Moral Education
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    ABSTRACT: Ethical growth and prosocial development are increasingly salient learning outcomes in higher education. Previous research has shown that the traditional college years facilitate moral development, especially with respect to moral reasoning. This research examined the impact of college experiences on students’ sense of active responsibility for others—prosocial orientation—via a longitudinal, multi-institutional design through the Spirituality and Higher Education project at University of California, Los Angeles. Data from over 14,000 undergraduates show that key college experiences predict growth on prosocial outcomes. Especially salient predictors include active forms of learning, engagement with diversity and other means by which students encounter multiple perspectives. Implications for higher education are discussed.
    No preview · Article · Jul 2015 · Journal of Moral Education

  • No preview · Article · Jul 2015 · Journal of Moral Education

  • No preview · Article · Jul 2015 · Journal of Moral Education
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    ABSTRACT: This article explores what it means to flourish in and through education and why we should position such flourishing as an issue of morality. We draw on the capabilities approach (CA) advanced by Amartya Sen and Martha Nussbaum and locate the argument in the practical context of higher education (HE) in unequal societies. We use qualitative data from year one of a three-year longitudinal study exploring student agency and well-being at a South African university to consider flourishing in and through education. Using the CA concepts of well-being, agency, practical reason and affiliation, we argue that the CA provides a philosophical grounding that takes account of both personal and relational flourishing and morality. Flourishing in education requires consideration of the well-being and agency of students. Flourishing through education draws attention to the role of education in promoting well-being and flourishing beyond its walls by fostering a social and moral consciousness among students.
    No preview · Article · Jul 2015 · Journal of Moral Education

  • No preview · Article · Jul 2015 · Journal of Moral Education
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    ABSTRACT: This systems thinking model illustrates a common feedback loop by which people engage the moral world and continually reshape their moral sensibility. The model highlights seven processes that collectively form this feedback loop: beginning with (1) one’s current moral sensibility which shapes processes of (2) perception, (3) deliberation, (4) decision-making, (5) embodying action, (6) reflection on self-evaluation and other’s responses, and (7) consolidation into one’s moral sensibility of the lessons learned. Improvements on previous models of moral engagement include (1) recognizing moral sensibility as the grounding for moral engagement, (2) articulating a systems approach and (3) illustrating a feedback loop that brings the moral protagonist full-circle leaving her with a slightly changed moral sensibility with which to engage the next moral context.
    No preview · Article · Jul 2015 · Journal of Moral Education

  • No preview · Article · Jul 2015 · Journal of Moral Education
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    ABSTRACT: The e-character education (e-CE) approach refers to systems of ethics education that pertain specifically to cyberspace. This exploratory study used a survey to collect 2495 teachers’ responses regarding virtues important to e-CE. Furthermore, in order to identify the teaching concerns associated with these most important virtues, this study used two focus groups that involved interviews with 16 teachers and Internet experts, as well as a content analysis of 92 posts from 72 teachers in an online course regarding ethical behavior in the context of Internet activity. The results of this study show that e-CE virtues considered important by teachers include law abidance, respect, self-discipline and sharing. Teaching-related concerns of these virtues have also been discussed. The results serve as a foundation and guide for the promotion of e-CE curriculum development and implementation.
    No preview · Article · Jun 2015 · Journal of Moral Education

  • No preview · Article · Jun 2015 · Journal of Moral Education