Morality

Chapter

Abstract

All decisions that inform global citizenship and education are saturated with morality. Therefore, this chapter addresses the role of epistemology, social justice, intercultural relations, moral autonomy, and the perennial tensions of universality and cultural context. Of chief consideration for future educational initiatives is the importance of student engagement in diverse dialogue, exploring the ongoing dialectic of unity and diversity, developing a commitment to fallibility, attending to controversial issues throughout the macrocurriculum, and disrupting normativity through reflective morality. When operationalized in this way, morality within education changes from saccharine, banal, hortatory, and moribund to meaningful, relevant, applied, pragmatic, controversial, and justice-oriented.

References

  1. Andreotti, V. (2010). Postcolonial and post-critical “global citizenship education.” In G. Elliott, C. Fourali & S. Issler (Eds.), Education and social change: Connecting local and global perspectives (pp. 238–250). New York, NY: Continuum.Google Scholar
  2. Apel, K. (2000). Globalization and the need for universal ethics. European Journal of Social Theory, 3(2), 137–155.CrossRefGoogle Scholar
  3. Arendt, H. (1968/1974). Between past and future: Eight exercises in political thought. New York, NY: Viking.Google Scholar
  4. Arneson, R. (2015). Theories, types, and bounds of justice. In D. Moellendorf & H. Widdows (Eds.), The Routledge handbook of global ethics (pp. 35–48). New York, NY: Routledge.Google Scholar
  5. Banks, J. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129–139.CrossRefGoogle Scholar
  6. Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  7. Bell, L. A. (2013). Theoretical foundations. In M. Adams, W. Blumenfeld, C. Castañeda, H. W. Hackman, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (pp. 21–26). New York, NY: Routledge.Google Scholar
  8. Berkowitz, M., & Bustamante, A. (2013). Using research to set priorities for character education in schools: A global perspective. KEDI Journal of Educational Policy (KJEP Special Issue), 7–20.Google Scholar
  9. Blades, D. W., & Richardson, G. H. (2006). Restarting the interrupted discourse of the public good: Global citizenship education as moral imperative. In G. H. Richardson & D. W. Blades (Eds.), Troubling the canon of citizenship education (pp. 115–123). New York, NY: Peter Lang.Google Scholar
  10. Brock, G. (2015). Cosmopolitanism and its critics. In D. Moellendorf & H. Widdows (Eds.), The Routledge handbook of global ethics (pp. 61–71). New York, NY: Routledge.Google Scholar
  11. Bull, B. (2006). Can civic and moral education be distinguished? In D. Warren & J. J. Patrick (Eds.), Civic and moral learning in America (pp. 21–32). New York, NY: Palgrave Macmillan.CrossRefGoogle Scholar
  12. Camicia, S., & Bayon, A. (2012). Curriculum development collaboration between colonizer and colonized. In T. C. Mason & R. J. Helfenbein (Eds.), Ethics and international curriculum work: The challenges of culture and context (pp. 75–93). Charlotte, NC: Information Age Press.Google Scholar
  13. Chadwick, R., & Connor, A. O. (2015). Ethical theory and global challenges. In D. Moellendorf & H. Widdows (Eds.), The Routledge handbook of global ethics (pp. 24–34). New York, NY: Routledge.Google Scholar
  14. Chan, J. (2002). Moral autonomy, civil liberties, and Confucianism. Philosophy of East and West, 52(3), 281–310.CrossRefGoogle Scholar
  15. Commeyras, M., & Mazile, B. (2001). Imagine life in another country on another continent: Teaching in the age of globalization. The Social Studies 92(5), 198–204.Google Scholar
  16. Crossa, V. (2005). Converting the “small stories” into “big” ones: A response to Susan Smith’s “States, markets and an ethic of care.” Political Geography, 24, 29–34.Google Scholar
  17. Davies, L. (2006). Global citizenship: Abstraction or framework for action? Educational Review 58(1), 5–25.Google Scholar
  18. Dei, G. J. S. (2013). African Indigenous proverbs and the institutional and pedagogic relevance for youth education: Lessons from Kiembu of Kenya and Igbo of Nigeria. Journal of Education and Training 59(3), 344–362.Google Scholar
  19. Dewey, J., & Tufts, J. H. (1910). Ethics. New York, NY: Henry Holt and Company. (Original work published 1908).Google Scholar
  20. Dewey, J. (1908/1932/1960). The theory of the moral life. New York, NY: Holt, Rinehart, & Winston.Google Scholar
  21. Dewey, J. (1927/1954). The public and its problems. New York, NY: H. Holt.Google Scholar
  22. Dewey, J. (1933). How we think. Lexington, MA: D.C. Health & Company.Google Scholar
  23. Dhillon, P. A. (2014). Examples of moral perfectionism from a global perspective. The Journal of Aesthetic Education, 48(3), 41–57.CrossRefGoogle Scholar
  24. Dill, J. S. (2012). The moral education of global citizens. Society 49(6), 541–546.Google Scholar
  25. Feinberg, W. (2015). Critical pragmatism and the appropriation of ethnography by philosophy of education. Studies in Philosophy and Education, 34(2), 149–157.CrossRefGoogle Scholar
  26. Forst, R. (2015). Human rights. In D. Moellendorf & H. Widdows (Eds.), The Routledge handbook of global ethics (pp. 72–81). New York, NY: Routledge.Google Scholar
  27. Fry, D. P., & Souillac, G. (2013). The relevance of nomadic forager studies to moral foundations theory: Moral education and global ethics in the twenty-first century. Journal of Moral Education, 42(3), 346–359.CrossRefGoogle Scholar
  28. Griffin, A. F. (1942). Teaching in authoritarian and democratic states. In W. C. Parker (Ed.), (1996). Educating the democratic mind (pp. 79–94). Albany: State University of New York Press.Google Scholar
  29. Hanvey, R. G. (1976). An attainable global perspective. In Willard M. Kniep (Ed.), Next steps in global education: A handbook for curriculum development. New York, NY: The American Forum.Google Scholar
  30. Held, V. (2015). Gender, care and global values. In D. Moellendorf & H. Widdows (Eds.), The Routledge handbook of global ethics (pp. 49–60). New York, NY: Routledge.Google Scholar
  31. Hill, T. E. (2013). Kantian autonomy and contemporary ideas of autonomy. In O. Sensen (Ed.), Kant on moral autonomy. New York, NY: Cambridge University Press.Google Scholar
  32. Jackson, L. (2014). “Won’t somebody think of the children?” Emotions, child poverty, and post-humanitarian possibilities for social justice education. Educational Philosophy and Theory, 46(9), 1069–1081.CrossRefGoogle Scholar
  33. Jaspers, K. (1947). The question of German guilt. New York, NY: Capricorn Books.Google Scholar
  34. Jones, P., & Long, G. (2015). Universalism, relativism, and difference. In D. Moellendorf & H. Widdows (Eds.), The Routledge handbook of global ethics (pp. 82–94). New York, NY: Routledge.Google Scholar
  35. King, L., & Kasun, G. S. (2013). Food for thought: A framework for social justice in social studies education. Focus on Middle Schools, 25(3), 1–4.Google Scholar
  36. Koh, C. (2012). Moral development and student motivation in moral education: A Singapore study. Australian Journal of Education, 56(1), 83–101.CrossRefGoogle Scholar
  37. Lavia, J., & Mahlomaholo, S. (2012). Imagining the postcolonial. In J. Lavia & S. Mahlomaholo (Eds.), Culture, education, and community: Expressions of the postcolonial imagination. New York, NY: Palgrave Macmillan.Google Scholar
  38. LePage, P., Akar, H., Temli, Y., Şen, D., Hasser, N., & Ivins, I. (2011). Comparing teachers’ views on morality and moral education, a comparative study in Turkey and the United States. Teaching and Teacher Education, 27(2), 366–375.CrossRefGoogle Scholar
  39. Misco, T., & Hamot, G. E. (2007). Post-Soviet moral education: The case of Kyrgyzstan. International Education, 36(2), 48–69.Google Scholar
  40. Misco, T. (2011). Deontological reconceptualization: A study of moral education in Beijing. Theory and Research in Social Education, 39(4), 298–316.CrossRefGoogle Scholar
  41. Misco, T., & DeGroof, J. (Eds.). (2014). Case studies in controversial issues. Oisterwijk, The Netherlands: Wolf Legal Publishers.Google Scholar
  42. Myers, J. P. (2006). Rethinking the social studies curriculum in the context of globalization: Education for global citizenship in the US. Theory and Research in Social Education, 34(3), 370–394.CrossRefGoogle Scholar
  43. Noddings, N. (2010). Moral education in an age of globalization. Educational Philosophy and Theory, 42(4), 390–396.CrossRefGoogle Scholar
  44. Nussbaum, M. (2006). Frontiers of justice: Disability, nationality, and species membership. Cambridge, MA: Harvard University Press.Google Scholar
  45. Oshana, M. A. L. (2005). Autonomy and free agency. In J. C. Taylor (Ed.), Personal autonomy. New York, NY: Cambridge University Press.Google Scholar
  46. Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life. New York, NY: Teachers College Press.Google Scholar
  47. Popkewitz, T. S. (1980). Global education as a slogan system. Curriculum Inquiry, 10(3), 303–316.Google Scholar
  48. Popper, K. R. (1962a). The open society and its enemies. New York, NY: Harper & Row.Google Scholar
  49. Popper, K. R. (1962b). The open society and its enemies, Volume II. Princeton, NJ: Princeton University Press.Google Scholar
  50. Rawls, J. (1971). A theory of justice. Cambridge, MA: Harvard University Press.Google Scholar
  51. Rawls, J. (1993). The law of peoples. In S. Shute & S. Hurley (Eds.), On human rights. New York, NY: Basic Books.Google Scholar
  52. Roman, L. G. (2003). Education and the contested meanings of “global citizenship”. Journal of Educational Change, 4, 269–293.CrossRefGoogle Scholar
  53. Ruiz, P. O., & Mínguez, R. (2001). Global inequality and the need for compassion: Issues in moral and political education. Journal of Moral Education, 30(2), 155–172.CrossRefGoogle Scholar
  54. Runte, R. (2001). Re-educating humankind: Globalizing the curriculum and teaching international ethics for the new century. Higher Education in Europe, 26(1), 39–46.Google Scholar
  55. Saito, N. (2006). Reawakening global awareness: Deweyan religious democracy reconsidered in the age of globalization. Studies in Philosophy and Education, 25(1), 129–144.CrossRefGoogle Scholar
  56. Soros, G. (2006). The age of fallibility: The consequences of the war on terror. New York, NY: Public Affairs.Google Scholar
  57. Strom, M. S. (1994). Facing history and ourselves: Holocaust and human behavior resource book. Brookline, MA: Facing History and Ourselves National Foundation.Google Scholar
  58. Swartz, S. (2011). Being turned inside out: Researching youth, morality and restitution from the global South. Journal of Moral Education, 40(3), 407–415.CrossRefGoogle Scholar
  59. Todd, S. (2003). Learning from the other. Albany, NY: State University of New York Press.Google Scholar
  60. Torcello, L. (2014). Moral agnosticism: An ethics of inquiry and public discourse. Teaching Ethics, 14(2), 3–16.CrossRefGoogle Scholar
  61. Urrieta, L. (2004). Dis-connections in “American” citizenship and the post/neo-colonial: People of Mexican descent in whitestream pedagogy and curriculum. Theory and Research in Social Education, 32(4), 433–458.CrossRefGoogle Scholar
  62. Veugelers, W. (2011). The moral and the political in global citizenship: Appreciating differences in education. Globalization, Societies and Education, 9(3–4), 473–485.CrossRefGoogle Scholar
  63. Wahlström, N. (2015). Cosmopolitanism as communication? On conditions for educational conversations in a globalized society. Scandinavian Journal of Educational Research, 60(1), 32–47.CrossRefGoogle Scholar
  64. Waks, L. J. (2007). Rereading “Democracy and Education” today: John Dewey on globalization, multiculturalism, and democratic education. Education and Culture, 23(1), 27–37.CrossRefGoogle Scholar
  65. Waters, M. (1995). Globalization. London: Routledge.Google Scholar
  66. Young, I. M. (1996). Communication and the other: Beyond deliberative democracy. In S. Benhabib (Ed.), Democracy and difference: Contesting the boundaries of the political (pp. 120–137). Princeton, NJ: Princeton University Press.Google Scholar
  67. Young, I. M. (2013). Five faces of oppression. In M. Adams, W. Blumenfeld, C. Castañeda, H. W. Hackman, M. L. Peters, & X. Zúñiga (Eds.), Readings for diversity and social justice (pp. 35–45). New York: Routledge.Google Scholar
  68. Zhao, Z. (2013). The shaping of citizenship education in a Chinese context. Frontiers of Education in China, 8(1), 105–122.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.College of Education, Health, and SocietyMiami UniversityOxfordUSA

Personalised recommendations