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Rhizomata 2015; 3(2): 125–142 Andreas Vakirtzis* Mimesis, Friendship, and Moral Development in Aristotle’s Ethics DOI 10.1515/rhiz-2015-0007 Abstract: The significance of imitation for moral development during childhood, in Aristotle’s ethics, has been recognized and studied. However, what role does imitation play in the morally mature agent’s character development? In this paper, I argue that moral development is possible for the advanced moral agent, when she imitates her character-friend. But the mature agent’s imitation is of a thoroughly different

References [1] L. Kohlberg, Essays on Moral Development , vol. I and II, Harper & Row Publishing House, 1981, 1984. [2] J. R. Rest, Moral Development: Advances in research and theory , New York: Praeger Publishing House, 1986. [3] J. R. Rest, D. Narvaez, Moral development in the professions: Psychology and applied ethics , New Jersey: Lawrence Erlbaum Associates, 1994. [4] T. Jones, “Ethical decision making by individuals in organizations: An issue-contingent model”, Academy of Management Review, 2 (16)/1991, pp.366-395. [5] J. Haidt, „The emotional dog and

A Politics of Virtue

protective framework under which people can exercise all manner of cultural specificity (with their innate core as rational economic actors, of course, preserved). Last, for more than two de cades now, development proj- ects and policies have exhibited a significant concern with “participation” and “partnership” in order to incorporate “local knowledge” and “local agendas.” This can assist in generating a sense that development interventions Moral Development 8 Moral Development : 163 are simply responding to local desires and values, rather than exercising a

289 Journal of College & Character Conceptualizing the Linkages Between Diversity Experiences and Moral Development Mark E. Engberg, Loyola University Chicago Kamaria B. Porter, Loyola University Chicago1 Abstract The purpose of this article is to advance an understanding of how diversity experiences can po- tentially foster moral development among college students. An overview of the research linking diversity experiences to moral development is discussed, followed by a presentation of a conceptual framework that demonstrates the nuances and challenges

Kant, Genius and Moral Development Stefan Bird-Pollan In this paper I would like to approach the relation between art and mor- ality from a slightly different standpoint than is usually done. Commen- tators usually focus on Kant’s claim that beauty is the symbol of the mo- rally good. This approach has generally seen beauty as a sort of auxiliary to morality, a propedeutic in Henry Allison’s words, which leaves Kant’s moral theory untouched.1 However, it seems to me that though beauty is not part of the justification project of morality undertaken in the

NASPAJOURNAL,Vol.36, no.2, Mnter 1999 Fairness, Educational Value, and Moral Development in the Student Disciplinary Process Susan P Mullane +:+ This study examines the relationship between college students’ percqtions of the fairness and educatiwl value of the disciplinary process and their moral development. Participants woe unde~graduate students charged with mino~ disciplinary violations. The research sample displayed lower levels of moral development than normative Defining Issues Test samples of unde~paduates. Additionally, the highe~ the students’ lwels of

301 Journal of College & Character The Impact of Cultural Competence on the Moral Development of Student Affairs Professionals Michael J. Cuyjet, University of Louisville Angela D. Duncan, Washburn University1 Abstract As student affairs professionals, we are expected to meet students where they are developmentally and challenge and support them as they learn, develop, and grow into productive citizens. Since our institutions, and society as a whole, are becoming increasingly diverse, it is imperative that we acknowledge the numerous ways cultural

170 12 Moral Development and Corporal Punishment j o h n m a r t i n r i c h Moral development refers to the growth of the individual’s ability to distinguish right and wrong and to develop a system of ethical attitudes and values. It is generally recognized today that moral development is studied from three leading theoretical perspectives: social-learning theory, psychoanalytic theory, and cognitive developmental theory (Irwin 1982). As other chapters in this book examine these theories in greater detail, this chapter provides a brief summary in terms of the

Graduate Student Articles Journal of College & Character VOLUME IX, NO. 5, July 2008 Calling the Shots: Using a Required Ethics Course to Promote Intentional Moral Development in Student Conduct Violations Mark W. Pontious, Florida State University1 ______________________________________________________________________________ Abstract This paper discusses the use of a required ethics class to promote moral development in the student judicial process. Research related to moral development as well as several student