Association for Moral Education Nanjing 2011

Journal of Moral Education 40th anniversary conference Association for Moral Education 37th annual conference Asia Pacific Network for Moral Education 6th annual conference Research Institute for Moral Education, Nanjing Normal University National Centre for Ethical Studies, Renmin University of China

Table of Contents

2

Welcome Letters

8

Plenary Speakers

11

About]ME

12

AboutAME

13

AboutAPNME

14

Conference Organisation

15

Sponsors, Awards and Scholarships

16

Hotel Map and Floor Plans

18

Nanjing Area Map

20

Programme

20

Monday Sessions

23

Tuesday Sessions

27

Wednesday Sessions

29

Thursday Sessions

34

Friday Sessions

36

AME Pre-conference Workshops

37

AME, APNME &]ME Mentoring Workshops

38

Paper Abstracts

77

Symposium Abstracts

87

Roundtable Abstracts

88

Poster Abstracts

93

Cultural Programme

96

Participant Directory

104

Personal Conference Planning Guide

Welcome Letters

WELCOME FROM THE CONFERENCE CHAIR

Dear friends and colleagues, Welcome to this special and historic conference. Special, because it is a conference of three organisations-the Association for Moral Education (AME), the Asia-Pacific Network for Moral Education (APNME) and the journal of Moral Education UME)-and two Chinese key research institutions-the Research Institute for Moral Education (RIME), Nanjing Normal University and the National Centre for Ethical Studies, Renmin University. Historic, because the ]ME is celebrating its 40th anniversary of publication, and because we believe this is the first major, fully international conference on moral education in China. We are especially grateful to Nanjing Normal University for hosting our conference. This is fitting since, in China and the Asia-Pacific region, moral education, variously defined and delivered, is taken seriously and valued.

It is one thing to propose such a conference and quite another to make it happen. Since the AME Executive Board and the ]ME Editorial Board voted in July 2009 to accept the proposal from APNME and invitation from NNU to host the conference in Nanjing, a committed team of the APNME executive and I have been working steadfastly, together with Professor Jin Shenghong and members of RIME and Nanjing Normal University, to offer to you what we believe will be a rich and stimulating academic and cultural programme in the well-appointed Nanjing International Conference Hotel, set amidst the autumnal hues of Purple Mountain and its historic sites, just outside Nanjing. Organising this conference with the international team and respective organisational executives in different time zones across the world, and negotiating out ways through culturally differentiated perceptions and practices to try to meet expectations, has been a continuous challenge, and we have all learnt from our experience. Many others-especially those acknowledged for their roles in conference organisation-have helped our endeavours.

We also thankyou-over 300 of you from 33 countries-for your decision to join us in this exciting journey, to come to China, to contribute and participate in the wide-ranging academic and delightful cultural programmes. In constructing these we have tried to realise the main principle behind this conference-to promote academic exchange and dialogue across the discourses, cultures and disciplines of moral education represented here. We aim for clear communication, attentive listening, appreciation of diverse viewpoints and cultural differences, and enjoyment in our learning as we seek for better understanding, in the hope that our new experience together may continue to inspire our reflections and contribute to the future goals of our organisations and institutions and our own interpersonal academic exchanges.

On behalf of the International Conference Team, I have much pleasure in welcoming you to Nanjing2011, Cultivating Morality: Human Beings, Nature and the World, and our conference days ahead.

Monica J. TAYLOR, Chair AME, APNME,]ME International Conference Committee: Derek SANKEY, JIN Shenghong, Christopher DRAKE, Minkang KIM, LI Maosen

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Welcome Letters

WELCOME FROM NANJING NORMAL UNIVERSITY

Dear participants, Nanjing Normal University extends to you a warm welcome and thanks for your attendance at the joint conference of the Association for Moral Education, the Asia- Pacific Network for Moral Education and the journal of Moral Education, celebrating its 40th anniversary. Founded in 1902, Nanjing Normal University is a unique institution with a distinctive international focus and is ranked in the first group of Chinese universities. Since its inception, it has attracted students both from within and beyond China and has been performing excellently in teaching and research.

Nanjing Normal University has a long tradition and reputation in the study of and research into moral education through different disciplines. Professor Tao Xingzhi, one of John Dewey's students at Columbia University, advocated moral education through life and laid the cornerstone of moral education for modern times in Nanjing. This academic tradition still nurtures the present scholarly generation.

Nanjing Normal University founded the Research Institute for Moral Education (RIME) in 1994, and, as one of one hundred Key Research Institutes of Humanities and Social Sciences in Chinese universities, the Institute is the leading institution in this field. The Institute functions as a centre both for theoretical research in moral education and advice on improving moral education practice.

It acts as a resource for academic communications from different disciplines and different cultures.

We are proud of our role and status as a centre of moral education.

We hope that this conference will highlight emerging issues, and create new forums to promote scholarly communication between individuals and groups, so as to establish new initiatives in moral education across the world.

Our wish is that the 2011 conference will be successful, wonderful and enjoyable. We hope you will enjoy your time with us in Nanjing.

SONG Yongzhong President, Nanjing Normal University, P.R. China

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Welcome Letters

WELCOME FROM THE CHAIR OF THE ASIA-PACIFIC NETWORK FOR MORAL EDUCATION (APNME)

Dear friends, As Chair, I warmly welcome you to this joint conference, co-organised by the Asia-Pacific Network for Moral Education.

APNME's mission is to enable the communication of experiences in moral education. Our aim is to serve as a network for the sharing and exchange of ideas, perspectives, practices, research and teaching and learning resources with regard to moral education; to promote, develop and support moral education through cooperation and the establishment of collaborative relationships among individuals, institutions and organisations working in this field, with particular reference to the AsiaPacific region, but not limited to it. With this academic endeavour, we hope we can facilitate moral practices which can bring about improvements in the moral behaviour of human beings.

The 2011 joint conference represents the beginning of new communications and brings us together to facilitate in-depth discussions, the sharing of perspectives with regard to teaching and learning in the areas of moral education, values education and citizenship education. We are here to intensify and deepen our understanding of the moral life, moral personhood and moral society, to enlarge our vision of moral education. I believe the conference will be very fruitful. I must express my great thanks to you for what you have contributed to our field and what you will continue to do for moral education.

With all best wishes for the conference,

JIN Shenghong Chair, Asia-Pacific Network for Moral Education

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Welcome Letters

WELCOME FROM THE PRESIDENT OF THE ASSOCIATION FOR MORAL EDUCATION (AME)

On behalf of the Association for Moral Education, I want to welcome all conference attendees to beautiful Nanjing. This is the culmination of a year of planning and many years of dreaming and it is exciting to be here with you all. I hope that all of us can make many new friends this week as we expand our horizons to realise in a new and global way the meaning of moral education.

We are honoured to be able to co-sponsor this 37th conference for the AME with the Asia-Pacific Network for Moral Education and our long-time friends and colleagues at the journal of Moral Education. We honour APNME for their work and for their support for moral education and research, particularly by young researchers. We wish the Journal a happy 40th birthday. We are thankful for the way the Journal has built the field of moral development, education and psychology over the past 40 years, maintaining the highest of standards and publishing innovative work in the field. We look forward to 40 more years of close collaboration with]ME, and hope for the same with APNME. We are excited to join together over this week for inspiring talks, intellectually stimulating conversations and wonderful food in such a beautiful meeting space. Thank you to Monica Taylor, former President of AME, current Honorary President of APNME, and Editor of ]ME, for making it possible for us to be here. And a special thank you to those at Nanjing Normal who have provided this wonderful venue and especially to Professor ]in. We are truly grateful: For those of you who are the first-time attendees at this conference, a special welcome to you, and we hope you will join us at AME next year in San Antonio, Texas.

Together, as the theme so aptly puts it, let us begin to 'cultivate morality'.

Sharon LAMB President, Association for Moral Education

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Welcome Letters

WELCOME FROM THE CHAIR OF THE JOURNAL OF MORAL EDUCATION UME) TRUST AND FROM THE CHAIR OF THE JOURNAL OF MORAL EDUCATION EDITORIAL BOARD

We would like to welcome you all on behalf of the journal of Moral Education and the journal of Moral Education Trust. This is an exciting conference that, as well as being the annual conference of the Association for Moral Education, and of the Asia-Pacific Network for Moral Education, marks the 40th anniversary of the journal of Moral Education. We are delighted to be meeting in China. This setting reflects the expanding internationalism of the field and the growing links between scholars from different cultural backgrounds; dialogue between us will greatly enrich our thinking and further our work We want to commend those who have worked hard to develop and foster these links, especially the international committee, and particularly Monica Taylor, who has been a major force in initiating the connections between Europe and China. We are very grateful for the hospitality and generosity of the host institution and the leaders here who have welcomed us.

We look forward to many days of intense and stimulating discussion amongst the many nations present and a long future of collaboration.

Helen HASTE, Chair, journal of Moral Education Trust Stephen J. THOMA, Chair, journal of Moral Education Editorial Board

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Welcome Letters

WELCOME FROM THE NATIONAL CENTRE FOR ETHICAL STUDIES, RENMIN UNIVERSITY OF CHINA

On behalf of the National Centre for Ethical Studies at Renmin University of China, I wish you all a warm welcome to this conference in Nanjing and an equally warm welcome to China! It is really a pleasure for us to host such an international conference located in China for the first time.

The Centre was established in 1999. It used to be mainly focused on the teaching of Ethics. Now it is committed to moral debate and consideration of ethical issues in all fields and professions in China.

The conference theme-Cultivating Morality-is particularly important at this time, not only for our academic interest but also because of the need for social development in China. We cordially look forward to your ideas about the challenges and excitements of linking theory and practice in moral education in schools and other social institutions.

To represent the Centre, and as the Chinese member of the ]ME Board, a committee member of APNME and a member of AME, I was delighted to have this opportunity to cooperate with our international colleagues, under the leadership of Monica Taylor, to organise this conference in China.

The realisation of this conference through the dedication and collaborative efforts of many individuals and organisations involved, across the diversity of cultures, languages, disciplines and standards, is gratifying and inspiring.

With the hope we all have some fruitful and exciting days during the conference, I sincerely greet you all-welcome!

LI Maosen, Deputy Director, National Centre for Ethical Studies, Renmin University of China, P. R. China

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Plenary Speakers

AME Kohlberg Memorial Lecture 2011 Learning to be Human: the Confucian Way of Moral Reasoning TU Weiming, Harvard University, USA and Peking University, P. R. China ~';,....

TU Weiming is the Harvard-Yenching Professor of Chinese History and Philosophy and of Confucian Studies at Harvard University, USA and Senior Professor of Philosophy at Peking University, China. He has been a fellow of the American Academy of Arts and Sciences since 1988. Professor TU has been instrumental in developing discourse on dialogue among civilisations, being a proponent of the idea of 'Cultural China' (which attempts to understand what it means to be Chinese within a world context), and by reflection on the Enlightenment mentality of the modern West, and theories of multiple modernity. He has authored two monographs and several collections of essays in English.

TU Weiming's five-volume collected works in Chinese was published in 2001. He is currently studying the modern transformation of Confucian humanism in East Asia and tapping its spiritual resources for human flourishing in the global community.

Plenary Speakers Moral Education within Difference: Impediments to Appreciating the Moral Other Dwight BOYD, University of Toronto, Canada This paper is motivated by two related beliefs: (1) that the human condition is not one of just commonality, but also inevitable difference and conflict; and (2) that an essential function of morality is to promote the possibility of people getting along with each other within this context. The paper then focuses on three impediments that can plague moral understanding across difference. These impediments are identified as 'Epistemological Closure', 'Cultural Arrogance', and 'Relations of Oppression'. Philosophical arguments will be given to show how each functions to block our authentic appreciation of the other and how moral education might be conceptualised to counter the impediment. Throughout, two meta-assumptions will permeate my reflections: (1) the relevance of my own social location; and (2) the 'good' of critical self-reflexivity.

Dwight BOYD is Professor Emeritus of Philosophy of Education in the Department

of Theory and Policy Studies in Education at the University of Toronto, Canada, having taught in this Programme from 1975 to 2008. His teaching and research has focused on moral and political issues in the context of moral education, gender and education, and cultural and racial difference in education. He has published numerous papers pertaining to these issues in journals such as the journal of Moral Education, Harvard Educational Review, and Educational Theory. He was Assistant Editor of the journal of Moral Education (1981-1996), and served as President of the Ontario Morals/Values Education Association, the Philosophy of Education Society, and the Association for Moral Education, receiving from the latter the Kuhmerker Award for distinguished contribution and service to the field of moral education.

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Plenary Speakers

Moral Education as 'InnerOuter' Environmental Education: an Asian Philosophical Contribution Heesoon BAI, Simon Fraser University, Canada Dominant public and academic discourse has us think and talk about moral education, health education, environmental education and contemplative education as separate spheres of concern and influence, even as we promote interdisciplinarity. I wish to bring to this discourse an Asian philosophical perspective (based on Buddhism and Daoism) from which I critique the dualistic thinking (the legacy of the dominant Western philosophical tradition) that separates these four spheres. I show how these should and can converge and integrate, and why this integration is crucial and urgent in the light of worldwide and escalating destruction and suffering. In particular, the key understanding I wish to share in my work from an Asian philosophical perspective is that 'virtue' Ut as moral agency) is 'power' (.tt as transformative agency) and this kind of power emerges from the self-cultivation of aligning and integrating body-mind-heart-spirit.

Heesoon BAI is Professor of Philosophy of Education at Simon Fraser University,

Canada. She is committed to the resurgence of Philosophy in Education, and has been actively fostering a philosophic culture through her teaching, graduate supervision and research. Her work in education is particularly known for its East-West dialogue scholarship. Her research interests include ethics and moral education; epistemology, ontology, and consciousness studies; ecology and environmental education; and Asian philosophies. She served (2007-2010) as Director in Graduate Studies in Education at SFU, and the Editor (2005-2010) of Paideusis, Journal for the Canadian Philosophy of Education. She is a recipient of the Simon Fraser University Excellence in Teaching Award (2003) and Canadian Committee for Graduate Students in Education Mentorship Award (2008).

It's Not Me, It's My Brain: Cultivating Moral Learning in an Age of Neuroscience Derek SANKEY, University of Sydney, Australia The plea of criminal insanity assumes that the 'insane' lack the freedom to choose what they do and the awareness of what motivates their actions. But this will change as we enter an 'age of neuroscience'. Increasingly, what we all think and do will be said to result not from conscious free choice, but rather our brain and its biology; much of which occurs below the level of conscious awareness. These claims not only impact law, but also the cultivation of moral learning. This presentation will consider and give examples of the nature and implication of these claims, arguing that the lack of conscious control does not imply lack of any control, which would undermine the attempt to cultivate moral learning. Rather, an age of neuroscience invites us to reappraise what we mean by cultivating morality and suggests urgency in reinstating moral learning into mainstream education; especially in early childhood and adolescence.

Derek SANKEY combines a career-long commitment to improving teacher education with a lifelong interest in the interface between the natural sciences and the humanities. In the UK he was a pioneer of school-based teacher education.

His academic background is in philosophy of science, with a particular focus on cosmology and the science of mind and brain. He gained his PhD at London University, Institute of Education, where he was employed from 1986-1995.

Previously he had directed a project for the Farmington Institute, Oxford on the teaching of science and the humanities. He worked at the Hong Kong Institute of Education from 1995-2006, establishing a centre for learning studies, and then at Seoul National University, before moving to Australia in 2010. Over the past 10 years, his research has progressively focused on the application of complexity (dynamic systems) theory to the notion of the human self and its education.

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Plenary Speakers

The Moral Predicament and Moral Education in Contemporary China WAN Junren, Tsinghua University, P.R. China Much attention has been paid to the rapid and powerful economic growth in China over the last 30 years while not enough attention has been paid to the simultaneous environmental, ecological, cultural and moral costs. I consider that as a moral predicament or moral crisis in Chinese society today. Moral education should play an extremely important role in improving such a situation. Rather than looking to a traditional Confucian idea of society and moral education, I offer a social transformative analysis of the moral phenomenon confronting China and global society. Inspired by the works of Max Weber, Jurgen Habermas and Alasdair Macintyre, I will try to justify the inescapability of, and thus the highest demands for, a new moral education in contemporary China. I take the crisis in social ethical trust, regarded as the most serious moral predicament in China today, as an example. After that moral pathological diagnosis, I will argue that a new moral education should be based on a plurality of value resources and approaches.

WAN Junren is Professor of Ethics and Political Philosophy at Tsinghua University, Beijing, P. R. China and Chairman of the China Ethics Association. He has been honoured with many professorships in China and abroad. He is the author of more than 160 articles in both Chinese and English. His books include An Ethical Critique of Modernity, Ethical Discourse of Modernity; Search for a Universal Ethics; Moral Dimension: An Introduction to Economic Ethics; Contrasts and Perspectives: A Comparative Study of Western Ethics and Chinese Ethics; We Are All Near to Our God, and the two-volume work, A History of Contemporary Western Ethics. WAN junren has translated a number of philosophical works into Chinese including: Selected Readings of john Rawls, Political Liberalism by John Rawls, Three Rival Versions of Moral Inquiry and Who's justice? Which Rationality?

by Alasdair Macintyre, and the Selected Writings ofWilliamjames. He is a member of the standing committee of the Beijing Ethics Society and a member of the editorial boards of The journal for Confucian Studies, The journal of Open Times, The journal of Tsinghua University and The journal of China Scholarship.

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AboutJME

JOURNAL OF MORAL EDUCATION (JMEJ(1971-2011) The journal of Moral Education (a Charitable Company Limited by Guarantee) 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, in theory and practice, and 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.

EDITORIAL BOARD (2005-2011) Chair: Stephen}. THOMA, University of Alabama, USA Editor: Monica J. TAYLOR, Institute of Education, University of London, UK Review Coordinator Worldwide: Gerhard MINNAMEIER, Goethe University, Frankfurt/Main, Germany Review Editor; USA: Tonia BOCK, University of StThomas, USA Review Editor; UK: Stephen McKINNEY, University of Glasgow, UK

Editorial Board Barbara APPLEBAUM, Syracuse University, USA Angela BERMUDEZ, Deusto University, Spain Maria Rosa BUXARRAIS ESTRADA, University of Barcelona, Spain james CONROY, University of Glasgow, UK james DAY, Universite Catholique de Louvain, Belgium Garrett DUNCAN, Washington University in StLouis, USA Neil FERGUSON, Liverpool Hope University, UK Detlef GARZ, johannes Gutenberg University, Germany Brian GATES, University of Cumbria, UK ). Mark HALSTEAD, University of Huddersfield, UK Helen HASTE, Harvard Graduate School of Education, USA Graham HAYDON, Institute of Education, University of London, UK Nobumichi IWASA, Reitaku University, japan Kristjan KRISTJANSSON, University of Iceland, Iceland Chi-Ming (Angela) LEE, Taiwan Normal University, Taiwan Ll Maosen, Renmin University of China, P. R. China Clary MILNITSKY, Universidade Federal do Rio Grande do Sui, Brazil Darcia NARVAEZ, (Editor-elect), University of Notre Dame, USA Adam NIEMCZYNSKJ, Katowice School of Economics, Poland Nancy NORDMANN, (AME Representative), National Louis University, USA John SNAREY, Emory University, USA jan STEUTEL, University of Amsterdam, The Netherlands Peter TOMLINSON, University of Leeds, UK Tatyana TSIRLINA, Regional Open Social Institute, Kursk, Russian Federation Daniel VOKEY, University of British Columbia, Canada Lawrence WALKER, University of British Columbia, Canada Karen Fraser WYCHE, Howard University, USA Maria del Pilar ZELEDON RUIZ, University of Costa Rica, Costa Rica

Honorary Associates Dwight BOYD, Ontario Institute for Studies in Education, University of Toronto, Canada Don LOCKE, University of Warwick, UK

JOURNAL OF MORAL EDUCATION TRUST (2005/6-2011) Chair: Helen HASTE, University of Bath, UK/ Harvard Graduate School of Education, USA Secretary Treasurer: james CONROY, University of Glasgow, UK Members: Brian GATES, University of Cumbria, UK Graham HAYDON, Institute of Education, University of London, UK Peter TOMLINSON, University of Leeds, UK

AWARD The ]ME-Taylor Prize Chair: Chair of]ME Editorial Board: Stephen]. THOMA, University of Alabama, USA Members: Chair of ]ME Trust: Helen HASTE, University of Bath, UK/ Harvard Graduate School of Education, USA Dr Monica). TAYLOR, UK

Website: http:/ jwww.tandf.co.ukjjournalsjcarfaxj03057240.html

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AboutAME

ASSOCIATION FOR MORAL EDUCATION (AME) (1976-2011) MISSION STATEMENT The Association for Moral Education (AME) was founded in 1976 to provide an interdisciplinary forum for professionals interested in the moFal dimensions of educational theory and practice. The Associatidn is dedicated to fostering communication, cooperation, training, curriculum development, and research in moral theory and educational practice.

It supports self-reflective educational practices that value the worth and dignity of each individual as a moral agent in a pluralistic society. The Association emphasises the development of moral understanding in all individuals, and believes that such development requires opportunities for engagement in moral dialogue. Through its programme of conferences and publications, the AME serves as a resource to educators, practitioners, students, and the public in matters related to moral education and development, provides expertise on educational policies and practices, and provides information about moral education to interested parties in the general public. The AME is governed by an Executive Board elected by and drawn from its membership, and the active participation of its members in all activities of the Association is encouraged.

EXECUTIVE BOARD (2011) President: Sharon LAMB, University of Massachusetts, USA Treasurer: Phyllis CURTIS-TWEED, Medgar Evers College of the City University ofNewYork, USA Secretary: Kaye COOK, Gordon College, USA Communications Coordinator: Eric MARX, Australian Catholic University, Brisbane, Australia journal of Moral Education Representatives: AME to}ME: Nancy NORDMANN, National Louis University, USA }ME to AME: Brian GATES, University of Cumbria, UK

Board Members 2010-2013

Andrew GARROD, Dartmouth College, USA Jeremy FRIMER, University of British Columbia, Canada Tobias KRETTENAUER, Wilfrid Laurier University, Canada Sharlene SWARTZ, Human Sciences Research Council, South Africa

2009-2012

Wolfgang ALTHOF, University of Missouri-St. Louis, USA Bruce MAXWELL, Universite du Quebec a Trois-Rivieres, Canada Maria Cristina MORENO-GUTIERREZ, lnstituto de Investigaci6n, Innovaci6n y Estudios de Posgrado para Ia Educaci6n, Mexico Dawn SCHRADER, Cornell University, USA

2008-2011

Daniel BRUGMAN, Utrecht University, The Netherlands Ann HIGGINS-D'ALESSANDRO, Fordham University, USA Jason STEPHENS, University of Connecticut, USA Appointed for 2010-2011 Lawrence BLUM, University of Massachusetts, USA Doret DE RUYTER, VU University Amsterdam, The Netherlands

AWARDS Kuhmerker Career Award Chair: Lawrence WALKER, University of British Columbia, Canada Members: Mickey BEBEAU, Leonard, Street and Deinard, MN, USA Ann HIGGINS-D'ALESSANDRO, Fordham University, USA Fritz OSER, University of Fribourg, Switzerland Robert SELMAN, Harvard University, USA All prior recipients (Members)

Kuhmerker Dissertation Award Chair: Helen HASTE, Harvard Graduate School of Education, iJSA Members:¡ john GIBBS, Ohio State University, USA Graham HAYDON, Institute of Education, University of London, UK Chi-Ming (Angela) LEE, Taiwan Normal University, Taiwan Georg LIND, University of Konstanz, Germany

Good Work Award Chair: Doret DE RUYTER, VU University, The Netherlands Members: Roger BERGMAN, Creighton University, USA Andrew GARROD, Dartmouth College, USA Scott SEIDER, Boston University, USA

ANNUAL LECTURE Each year the AME sponsors the Kohlberg Memorial Lecture delivered at the annual conference.

Website: http:/ famenetwork.org

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AboutAPNME

THE ASIA-PACIFIC NETWORK FOR MORAL EDUCATION (APNME) (2006-2011) AIMS AND MEMBERSHIP APNME is a non-profit organisation with a formal constitution that brings together from within the Asia-Pacific region a focused group of educationists of various disciplines to facilitate in-depth discussions, the sharing of perspectives and the exchange of ideas with regard to teaching and learning in the areas of moral education, values education and citizenship education. APNME aims to foster collaborative relationships among its members for the advancement of moral education and research in the region. It does this both formally during its annual conference, and informally through ongoing exchanges throughout the year. The Association also actively seeks to involve and support young researchers and post路 graduate students of moral education and moral development.

Membership is open to interested educationists and APNME currently has members in Australia, China, Hong Kong, Indonesia, Japan, Korea, Taiwan, Macau, Malaysia, Mongolia, New Zealand, Thailand, the UK and USA.

COMMITTEE AND OFFICERS Honorary President: Monica J. TAYLOR.]ourna/ of Moral Education, UK

COMMITTEE 2008-2011 Chairperson: JIN Shenghong, Nanjing Normal University, P.R. China 路 Vice-Chairperson: Derek SANKEY, University of Sydney, Australia Secretary: Minkang KIM, University of Sydney. Australia Treasurer: Christopher DRAKE, Association for Living Values Education, Hong Kong, P. R. China

Members: Yen-Hsin CHEN, Chung Cheng University, Taiwan Dorothea HANCOCK, Queensland University of Technology, Australia Kohtaro KAMIZONO, University of Nagasaki, Japan Nobumichi IWASA, Reitaku University, Japan Ll Maosen, Renmin University of China, P. R. China jessica Ching路Sze WANG, Chiayi University, Taiwan Xiao-lei WANG, Pace Upiversity, USA ZHAO Zhenzhou, Hong Kong Institute of Education, P. R. China

AWARD Best Poster Prize Chair: Christopher DRAKE, Association for Living Values Education, Hong Kong, P. R. China Members: Yen路Hsin CHEN, Chung Cheng University, Taiwan Dorothea HANCOCK, Queensland University of Technology, Australia

Website: http:/ jwww.apnme.org/

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Conference Organisation

Conference Chair: Monica]. TAYLOR International Organising Committee Chair: Monica J. TAYLOR (Editor ]ME; Honorary PresidentAPNME; Institute of Education, University of London, UK) JIN Shenghong (Chair APNME; Director, Research Institute for Moral Education, Nanjing Norm al University, P. R. China) Derek SANKEY (Vice-Chair APNME; University of Sydney, Australia) Minkang KIM (Secretary APNME; University of Sydney, Australia) Christopher DRAKE (Treasurer APNME; Chairman, Association for Living Values Education, Hong Kong) Ll Maosen UME Editorial Board; APNME Committee; Deputy Director, National Centre for Ethical Studies, Renmin University of China, Beijing, P. R. China)

Nanjing Normal University Local Organising Committee Chairs: WU Kangning (Vice President Nanjing Normal University, P.R. China) and JIN Shenghong Secretaries: LIU Sunyuan, LE Xianlian, WANG Qiang, LU Liyan Financial secretaries: LIU Yumei, WANG Qiang, GAO Hongmei Chinese webmasters: QI Liwang, LIU Sunyuan Communications: QI Liwang, YE Fei, YU Weiwu, LE Xianlian, YU Qiang, GAO Desheng, WANG Fengyan School visit coordinator: QI Xuehong Coordinator of student helpers: QI Liwang, SUN Caiping Technology support: QIANG Hongyu Student helpers: LI Songmei, LIAO Ying International Website Development and Liaison Webmaster: Nand WADHWANI, Hong Kong; Minkang KIM, Christopher DRAKE and the International Organising Committee

Financial Committee Christopher DRAKE, JIN Shenghong, James CONROY (Treasurer ]ME Trust, Glasgow University, UK), Phyllis CURTIS-TWEED (AME Treasurer, Medgar Evers College ofCityUniversityofNewYork, USA) and the International Organising Committee AME/]ME Scholarship Committee Chair: Graham HAYDON UME Trustee; Institute of Education, University of London, UK); James CONROY; Phyllis CURTIS-TWEED; Monica J. TAYLOR ]ME Subsistence Committee Chair: Christopher DRAKE; JIN Shenghong, LI Maosen, Monica J. TAYLOR

AME Pre-conference Workshops Organisers: Jason STEPHENS (AME Board; University of Connecticut, USA) and Sharon LAMB (AME President; University of Massachusetts, USA)

AME/ APNME/]ME Mentoring Workshops .

Organisers: Ann HIGGINS-D'ALLESSANDRO (AME; Fordham University, USA) and Xiao-lei WANG (APNME; Pace University, USA)

International Programme Committee Co-chairs: Monica J. TAYLOR and Derek SANKEY JIN Shenghong, LI Maosen; Brian GATES UME Trustee, Editorial Board and liaison with AME Board; University of Cumbria, UK); Angela Chi-Ming LEE UME Editorial Board; Taiwan Normal University, Taiwan); Nancy NORDMANN (AME Board and liaison with ]ME Board; National Louis University, Chicago, USA); Wolfgang ALTHOF (AME Board; University ofMissouri-St Louis, USA)

Programme Production and Publicity Monica J. TAYLOR, May M. L. NG (Chlnese Univers ity of Hong Kong, P. R China), Charis Wing-shan Cheung (Chinese University of Hong Kong, P. R. China), Cyrus T. K. Chow (Chin ese Univer s ity of Hong Kong, P.R. China), Christopher DRAKE, Minkang KIM, Der e k SAN KEY; t ra ditional p ain ti ng spec ia lly mad e fo r our publicity by JenChieh LIN (Taiwan Normal University, Taiwan); resources of AM E, APNME, }ME, RlMENNU, Nati onal Centre for Ethical Studies, China and Taylor & Francis

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Sponsors, Awards arid Scholarships

SPONSORS The conference organisers gratefully acknowledge support provided by the following sponsors : journal of Moral Education Trust Association for Moral Education Asia-Pacific Network for Moral Education Nanjing Normal University, Research Institute for Moral Education National Centre for Ethical Studies, Renmin University of China Association for Living Values Education, Hong Kong Jiangsu Association for Social Science

AWARDS The following awards will be presented at a reception during the conference:

ASSOCIATION FOR MORAL EDUCATION Kuhmerker Career Award (Chair: Lawrence Walker) The Kuhmerker Career Award recognises individuals who have made outstanding contributions to AME and to the field.

Good Work Award (Chair: Do ret de Ruyter) The Good Work Award recognises achievement in moral educational practices.

ASIA-PACIFIC NETWORK FOR MORAL EDUCATION APNME Best Poster Award (Chair: Christopher Drake) A prize, donated by the Chairman of Association for Living Values Education, Hong Kong.

JOURNAL OF MORAL EDUCATION ]ME-Taylor Prize (Chair: Stephen J. Thoma) This annual prize, established by the ]ME Trust and Dr Monica J. Taylor, on her retirement after 35 years as ]ME Editor, to encourage the ongoing submission and publication of quality papers and to mark the 40th anniversary ofthe]ME in 2011, will be awarded for the firsttime.

The following awards have been made to enable scholars to attend and to participate fully in the conference:

AME andJME Scholarship Awardees 2011 (Chair: Graham Haydon) Kun Setyaning ASTUTI, Yogyakarta State University, Indonesia Vishalache BALAKRISHNAN, University of Malaya, Malaysia Rosa Hong CHEN, Simon Fraser University, Canada Min CHEN-GADDINI, San Jose State University, USA Silvia DIAZGRANADOS, Harvard Graduate School of Education, USA Matthew HAYDEN, Teachers College, Columbia University, USA Karin HEINRICHS, Goethe University, Frankfurt/Main, Germany Kyung Hwa JUNG, Teachers College, Columbia University, USA Minkang KIM, University of Sydney, Australia Liubov KLARINA, Russian Academy of Education, Moscow, Russian Federation Thierry LONG, University of Nice, France Christine McCART, Black Hills State University, USA Maria Cristina MORENO-GUTIERREZ, Instituto de Investigaci6n, Innovaci6n y Estudios de Posgrado para Ia Educaci6n, Mexico Catherine NAPFLIN, University of Fribourg, Switzerland Ann OJALA, University of Helsinki, Finland Hema PANT, Indira Gandhi National Open University, New Delhi, India Shajimon PETER, University of Newcastle, Australia Sergey POLYAKOV, Ulyanovsk State Pedagogical University, Russian Federation Leila TAJIK, Tarbiat Modares University, Tehran, Iran Stephanie TROUTMAN, Berea College, USA Subsistence Support from ]ME Trust (Chair: Christopher Drake) A total of 16 awards for colleagues from two emerging and developing economies have¡ been made.

15

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Programme Sunday 23 -Monday 24 October

Sunday, 23 October 6:00pm- 9:00pm

Early Registration

Hotel Lobby

6:30pm- 8:30pm

Dinner and drinks at own cost

Rose Garden Cafe

8:00pm- 10:00pm

APNME Pre-conference Committee Meeting

Violet Hall

7:00am- 8:30am

Breakfast

Rose Garden Cafe

8:00am- 6:00pm

Registration

Hotel Lobby

8:30am- 12:00

Visit to Nanjing Foreign Language School, Xianlin Campus Pre-registered option

Gather in Hotel Lobby at 8:15

8:00am- 12:30pm

AME Pre-conference Workshops Pre-registered option

Monday, 24 October

8:30am- 12:00

Stimulating Moral Judgement Competence with the Konstanz Violet Hall Method of Dilemma-Discussion- a Taster Workshop Georg LIND

8:30am- 12:00

An Overview of the Sciences of Morality Don Collins REED

8:00am- 12:00

Applying the Model of Hierarchical Complexity to Scoring Evening Primrose Hall Moral Narratives and Constructing Instruments to Measure Moral Development Michael Lamport COMMONS

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Tulip Hall

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8:30am- 12:00

AME Pre-conference Board Meeting

Jade Hall

10:00am -10:30am

Refreshments

Tea Plaza

12:00- 1:00pm

Lunch at own cost

Rose Garden Cafe

1:00pm- 1:30pm

Opening Ceremony & Welcomes Humanity Hall, Chair of International Conference Organising Committee, Editor Lijing Building journal of Moral Education, Honorary President Asia-Pacific Network for Moral Education: Monica J. TAYLOR Local Organiser and Chair of Asia-Pacific Network for Moral Education: JIN Shenghong President Nanjing Normal University: SONG Yongzhong Vice-President Nanjing Normal University: WU Kangning President Association for Moral Education: Sharon LAMB Chair journal of Moral Education Trust: Helen HASTE and Chair journal of Moral Education Editorial Board: Stephen J. THOMA Deputy Director National Centre for Ethical Studies, Renmin University of China: LI Maosen

1:30pm- 3:00pm

AME Kohlberg Memorial Lecture

Humanity Hall

Learning to be Human: the Confucian WayofMoral Reasoning TUWeiming Harvard-Yenching Professor of Chinese History and Philosophy and of Confucian Studies at Harvard University, USA and Senior Professor of Philosophy at Peking University, Beijing, China Chair: JIN Shenghong 3:00pm- 3:30pm .

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Refreshments

Humanity Hall Foyer

Programme Monday 24 October

3:30pm- 5:00pm

Parallel Session 1

EDUCATING VALUES, SPIRITUALITY AND THE WHOLE PERSON: CULTIVATING THE HUMANITY OF TEACHERS AND STUDENTS Becoming Values Educators: Values Education Stories of My Students, My Colleagues and Me Charis Wing-shan CHEUNG on behalf of Jenny Y. Y. THONG When Students Become Teachers: Putting Tpeory into Practice in Value Thinking May M. L. NG and Lung Chiu CHAN The 'InSpirEd' Project: Introducing Spirituality in School Culture Thomas T. T. KWAN Where Value Meets Life: Reflections on a Hong Kong Government-Commissioned School Development Programme on Life Education Roger H.,_, M. CHENG

Symposium 1.1 Magnolia Hall Chair: Roger H. M. CHENG

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NORMS FOR DIT-2 ACROSS THE UNITED STATES FROM 2005 TO 2009 Education/ Age Trends in Moral Judgement: a Norms Report of DIT-2 Hong JIANG The Effects of Political Ideology and Religion on Moral Judgement: DIT 2 Norms from 2005 to 2009 Wei LIU Regional Norms for DIT-2 from 2005 to 2009

Symposium 1.2 Lilac Hall Chair: Stephen J. THOMA

. Yangx~e .DoN._G_ _ _ _.· - - - - - - - ·- -·-·- -·RELIGION, MORALITY AND EDUCATION: GLASGOW PERSPECTIVES Does Religious Education Work?

James CONROY Educa~ion and Religionless Morality Robert DAVIS Religious and Moral Education and the School Curriculum Stephen McKINNEY Discussant: , , , ,_,, , ,, Brian GATES ,

_ . . --··--···-··.. Symposium 1.3 Jade Hall Chair: James CONROY

_______ Papers 1.4 Kafirlily Hall Chair: HOU Jingjing

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CHINESE MORAL SOCIALISATION Mothers' and Adolescents' Views of Adolescent Disclosure: a Study of Parent-Adolescent Relationships in Urban and Rural China Min CHEN-GADDINI Gaining New Insights intoguanjiao (f-4*.) in Chinese Moral Socialisation Xiao-lei WANG The Effects of Ancestral Parenting Practices on the Moral Development of Chinese Three-Year-Olds NARVAEZ - -Darcia , , , _,, ,,_,._,_,,_, ,, ,,_, , , ,

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EVALUATION OF MORAL EDUCATION PROGRAMMES Positive Psychology's Programme of Virtue Education: an Evaluation Kristjan KRISTJANSSON Character and Citizenship Education and the Development of Moral Motivation Wolfgang ALTHOF and Marvin W. BERKOWITZ What Happened to Development as the Aim of Education?

Ann HIGGINS-Di\LESSANDRO , , ·- - -·- - -·- - - -

Papers 1.5 Humanity Hall Chair: Bruce MAXWELL

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· - - -··- ..- - - ···-· CONFUCIUS, DEWEY AND VIRTUE ETHICS Papers 1.6 Moral Education in Confucius's Virtue Ethics Tulip Hall GAO Guoxi Moral-Self as a Key Concept in John Dewey's Moral Philosophy Chair: ZHANG Qifeng LI Maosen Confucian Moral Thoughts and their Implications for Modern Moral Education in China CHEN ,, ,, , _ , _Hao-bin ,

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GENDER AND MORAL EDUCATION The Philosophical Concept Of'Tsika' (Zimbabwean Traditional Morality) and its Relevance to the Education Violet Hall of Girls in Zimbabwe Natalia NCUBE Chair: Gender Justice and School Education Sharon LAMB Desheng GAO Gender Equality Education in Taiwan: Issues and Implications from the Perspective of Western Liberal Feminism Pei-Yu LEE , _ ..- ..

Papers 1.8 .... _,........

PURPOSE: RESEARCH AND DEVELOPMENT Positive Feelings and Emotions in Youth's Purpose Evening Primrose Ulisses F. ARAUJO on behalf of Valeria ARANTES Hall Youth Purpose and Life Goals of High School Students Engaged in Community and Social Work Ulisses F. ARAUJO Chair: College Subject Teachers as Youth Purpose Instructors and Inspirers: a Study in Chinese Social Context Kerry KENNEDY JIANG Fei Papers 1.7

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Programme Monday 24 October

5:00pm- 5:15pm

Break

5:15pm- 6:15pm

Parallel Session 2

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UNESCO, BIOETHICS AND PHILOSOPHY Paper and Chair and presenter: Darryl MACER Workshop 2.1 Jade Hall Papers 2.2 Lilac Hall Chair: Tonia BOCK

AUTOBIOGRAPHY AND MORAL DEVELOPMENT Remembering Your (lm)Moral Past: Conflict, Consistency and the Moral Self Tobias KRETTENAUER Is Human Life Worth Living? Intuitions and ldealisations Adam NIEMCZYNSKI - _ , ,, , ,_,, ... ,, ,, ____________ -

Papers 2.3 Magnolia Hall Chair: Doret DE RUYTER

MORAL DISCOURSE Inhabiting Moral Agonism: Cosmopolitan Education as Moral Education Matthew HAYDEN Moral Education: More Than Mere Curriculum Dorothea HANCOCK

Papers 2.4 Kafirlily Hall Chair: Phyllis CURTISTWEED ----Papers 2.5 Tulip Hall Chair: Vishalache BALAKRISHNAN

THE ARTS, DIVERSITY AND MORAL EDUCATION Back to the Future: Classic Cinema, Diversity and Post-9/11 American Citizenship Stephanie TROUTMAN Theatre as Moral Education: Shakespeare's The Tempest in Two Cultures Andrew GARROD and Peter SUTORIS

Papers 2.6 Violet Hall .Chair: XUYuzhen

RESEARCHING RESILIENCE AND COMMITMENT A Day in the Life of Resilient Migrant Chinese Adolescents Chun LI Examining Religion in a Life of Commitment to a Morally Controversial Cause Sandra Lee DIXON

Papers 2.7 Evening Primrose Hall Chair: LIN Bin

TEXTBOOKS AND HISTORY The Ups and Downs of Citizenship Education in China in the First Half of the 20th Century LI Yihong Some Perspectives on Democratic Education: an Analytic Study of Textbooks Based on the Historical Evolution of Taiwan Chin-Cheuh WANG

Papers 2.8 2/F Meeting Room Lijing Building Chair: Ron ZIGLER

SCIENCE AND MORAL EDUCATION Science, Intelligence and Life-Dewey's Thoughts on the Ethics of Science and their Significance for Moral Education LI Zhi-qiang Bridging the Gap between Science and the Humanities through Moral Education

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MORAL EDUCATION IN PRACTICE Teachers' Views of Incorporating a Project Approach into Malaysian Pre-school Moral Education Agnes NG Soak Gun Peace, Moral and Value Education-'Mulyavardhan': an Innovation for Social Transformation Shantilal MUTTA ,_

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6:30pm- 7:30pm

Dinner

7:30pm- 9:30pm

Cultural Activities

Rose Garden Cafe

7:45pm- 9:15pm

The Poets among Us: an Evening of Original Poetry Facilitator: Gay Garland REED

Friendship Hall

7:30pm- 9:30pm

The Linnaeus Project Film Session: The Age of Stupid Presenters: Anna M. TAPOLA & Brigitte LATZKO

Jade Hall

Programme Tuesday 25 October

Tuesday, 25 October 7:00am- 8:30am

Breakfast

8:30am- lO:OOam

Parallel Session 3

AME,APNME& JME Mentoring Session 1

Rose Garden Cafe

MENTOR-SCHOLAR DISCUSSIONS: HOW TO PUBLISH IN ENGLISH AND ENHANCE YOUR CAREER: PANEL AND WORKSHOP Chairs: Ann HIGGINS-D'ALESSANDRO & Xiao-lei WANG Welcome: Sharon LAMB, President, AME & JIN Shenghong, Chair APNME; Panellists: Monica TAYLOR, Editor journal of Moral Education UMEJ; Darcia NARVAEZ, Editor-elect ]ME; Rachel SANGSTER, Routledge Journals, Taylor & Francis, ]ME publisher; & Darryl MACER, UNESCO Regional Adviser in Social and Human Sciences for Asia and the Pacific, Thailand - - · - _.,

Humanity Hall

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Symposium 3.1

WHAT CAN WE LEARN FROM THE INTERNATIONAL CIVIC AND CITIZENSHIP STUDY (ICCS)?

Introduction to ICCS 2009 Kerry J. KENNEDY and Fritz OSER Asian Conceptions of Civic Competence Joseph K. F. CHOW and Kerry J. KENNEDY Levels of Performance: What Does it Mean if Politics and Morality Conflict with Each Other?

Horst BIEDERMANN and Fritz OSER

Lilac Hall Chair: Fritz OSER

Symposium 3.2 Magnolia Hall Chairs: Anna M. TAPOLA & Brigitte LATZKO

Symposium 3.3 Kafirlily Hall Chair: Nancy NORDMANN

Papers 3.4 Tulip Hall Chair: Mayumi NISHINO

THE LINNAEUS PROJECT: HOW TO ATTACK STUPIDITY AND CULTIVATE MORALITY WITHIN TEACHER EDUCATION The Linnaeus Project- Background, Aim, Research Activities and Cultivating Morality Brigitte LATZKO The Discourse of Xenophobia: a Hindrance for Pre-service Teachers' Global Engagement Anna M. TAPOLA VaKE in Teacher Education Alfred WEINBERGER Discussant: Helen HASTE CULTIVATING MORALITY THROUGH MENTO RING Mentoring in the Context of Consultation Nancy NORDMANN Mentoring in the Context of Graduate Education Stephen J. THOMA Mentoring Junior Faculty in the Context of Academic Colleagueship Muriel J. BEBEAU ------..- - _,_- -·- - ·- · - - · -·- -·- - - - - MORAL EDUCATION IN SCHOOL PRACTICE Teaching Environmental Studies at Elementary School: a Values Clarification Approach HemaPANT An International Study of a Life Education Lesson in two Elementary Schools in Taiwan and Japan Yen-Hsin CHEN and Kohtaro KAMIZONO Cultivating Morality in High School Students through Competence in Moral Thinking: Universality and Uniqueness of Japanese Moral Education Yoshiro KANEMA'TSU .. ,_ .. .,..

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Papers 3.5 Violet Hall Chair: TianlongYU

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MORAL ECOLOGIES Ecological Citizens: Mode and Moral Meanings ZHOU Guowen and ZHANG Mingyang A Critical Review of the Moral Ecology Crisis in China: Problems and Solutions LIN Bin and YANG Chao The Moral Ecologies of Aldous Huxley: Neuroscience, Culture and the Moral Education of Citizens Ronald ZIGLER

Papers 3.6

HUMAN BEINGS, NATURE, MORALITY AND THE WORLD Morality in the 21st Century: from the Chinese Perspective of the Unity of Nature and Humanity 1/F Meeting Room ZHANG Li Lijing Building Cosmic Modesty-Integrating Morality, Nature and The World Nobumichi JWASA Chair: Living to Transcend Suffering with Nature and the World Helena MEYERRosa Hong CHEN KNAPP

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Papers 3.7

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TEACHER REFLECTION Intellectual and Emotional Development: Translating Reflections during Developmental Transitions 2/F Meeting Room Christopher D. SCHMIDT Lijing Building Teacher Thinking: a Study of English Language Teachers' Moral Knowledge Base Leila TAJlK Chair: Sou Kuan VONG _,, .,_ ..

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Programme Tuesday 25 October 8:3 0am- 10:00am Papers 3.8 Evening Primrose Hall Chair: Georg LIND

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Parallel Session 3 (Continued)

,_ ..,,_ - ·. - - ···- - MORAL JUDGEMENT OF ADOLESCENTS AND STUDENTS Empirical Research on the Moral Judgement of Adolescents in Hubei Province Based on the Moral Judgement Test ZHANG Jing Measuring Moral Reasoning in Ethnically Diverse Populations Christopher S. NEWITT The Development of Moral Judgement and Moral Competence in Pedagogy Students: a Study Using Moral Judgement and Defining Issues Tests .

..........................................~~~:i~!~..l!.~.~~:..~~P..~~~!..~~!~~P~.......................................................................................................................................................... .

10:00am- 10:30am

Refreshments

Humanity Foyer

10:30am- 12:00

Plenary Session 1 Humanity Hall Moral Education within Difference: Impediments to Appreciating the Moral Other Dwight BOYD, Professor Emeritus of Philosophy of Education, Ontario Institute for Studies in Education, University of Toronto, Canada Chair: Monica J. TAYLOR

12:15pm- 1:30pm

Lunch

Rose Garden Cafe

1:30pm - 3:OOpm Parallel Session 4 Symposium 4.1 Lilac Hall Chair: Monica J. TAYLOR

MORAL LEARNING: INTEGRATING THE PERSONAL, PROFESSIONAL AND POLITICAL Meet the authors of the journal of Moral Education's 40th anniversary special issue Dwight BOYD, Yen-Hsin CHEN, Brian GATES, Helen HASTE, Ann HIGGINS-D'ALESSANDRO, Kristj{m KRISTJANSSON, Chi-Ming (Angela)LEE, LI Maosen, Gay Garland REED, Derek SANKEY and Sharlene SWARTZ

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VALUES IN MORAL FUNCTIONING Personal Values and Empathy as Predictors of Care Development among College Students Magnolia Hall Soile JUUJARVI and Liisa MYYRY Change in Values and Moral Reasoning during Professional Education Chair: Liisa MYYRY and Kaija PESSO Klaus HELKAMA The Relative Importance of Different Components of Morality in Environmentally Friendly Behaviour Ann OJALA Moral Values: A Functional System Approach Klaus HELKAMA -S-ym - p-os- i-u m - .-4-.3- A- PAT-T-ERN OF COLLECTIVE LIFE TO CULTIVATE MORALITY- A BAHA'f-P-ER-S-PE_C_T'i_V_E··- -·- ....- . -- · - -· Goals of a Baha'i Inspired Moral Education Kafirlily Hall Rhett DIESSNER Chair: Cultivating Individual Spiritual Transformation Rhett DIESSNER Arini BEAUMARIS Baha'i Faith in Action: Learning how to Develop Moral Communities Dorothea HANCOCK .,_ ,_ ,_ ,_ ,.,.,,_ , ..._ ,_ ., ..

Symposium 4.4 CLAMPING DOWN ON THE HAPPY VICTIMISER: A PLAN FOR CONCERTED ACTION A Proper Moral Stage for the Happy Victimiser and the Inferential Approach to Situation Specificity Tulip Hall Gerhard MINNAMEIER Chair: The Role of Motivational and Volitional Processes on the Way to Acting Morally-an Action-based View on Gerhard the Happy Victimiser Phenomenon MINNAMEIER Karin HEINRICHS The Happy Victimiser Phenomenon and the Central Role of Moral Emotions Brigitte LATZKO Discussant: Tobias --------- KRETTENAUER .. - - - ..--·---·.. ,_ .,.,_ ,.,.,_ .,_ TEACHER ETHNOGRAPHIES Papers 4.5 Teachers' Excellence through the Lens of Foucault's Ethics Violet Hall Hua HUANG and Sou Kuan VONG Chair: 'Pride and Prejudice' the Dilemma of Teachers' Partiality to Students from the Perspective of Life History Marfa-Cristina XU Yuzhen, WENG Hongbo and JU Xinwen · MORENOChanges in Moral Attitudes of Female Educators in Further Education and Work-based Learning GUTIERREZ Kate DUFFY ---"·-·--~ ..· -- - ·---Papers 4.6 AMERICAN COLLEGE MORAL EDUCATION Balancing Change and Sustainability in Moral Education Curricula and College Culture: What Is of Lasting 1/F Meeting Room Worth for Student Learning?

Lijing Building Marcia MENTKOWSKI Chair: Moral Motivation and the Role oflnternship in Professional Preparation Muriel J. BEBEAU Sharon Nodie OJA The Value in Assessing Moral Education: Aligning Institutional Mission with Practice Elizabeth KIRK MATTEO Symposium 4.2

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Programme Tuesday 25 October

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- - - -- ·---· , , _ , ,_ . ,.. _ ,,_, -·- - - - · TOLERANCE IN SELF AND SOCIETY Benevolence in Confucianism and the Moral Education of Chinese Youth XI Man An Exploration of Tolerance Education in America and its Implications for Education in Taiwan Bei-Shian CHEN The Roles of Openness, Agreeableness and Empathy as Predictors of Tolerance to Human Diversity Rivka T. WITENBJ<;RG - - - - - - ·- - " · - _., ,_, _ , _ ---- ------Papers 4.8 CHINESE FAMILY LIFE AND MORAL EDUCATION Chinese Moral Education: 'Hsiao' in Chinese Confucianism, Political Changes and the Influence of John 2/F Meeting Room Dewey on Education and 'Hsiao' Lijing Building Siebren MIEDEMA Chair: The 'Dutiful-Kind' Spirit: the Groundwork of Family Moral Education Rosa Hong CHEN WANG Chang-zhu and MAO Jian-ru The Challenges of Modernity Confronting the Family and its Moral Responses

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Papers 4 .7 Evening Pri mrose Hall Chair: Jessica Ching-Sze WANG

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..........................................~.~Y.J.!~.~!!~~---························--····----···· ···········--······--··························--·········· .. ·························--·····--···--········-···· .. ·······--···· ..........................

3:00pm- 3:30pm

Group Photos Whole Conference AME Executive Board APNME Committee ]ME Editorial Board Make sure you collect your photo before leaving the conference!

Gather promptly outside beside the lake

3:30pm- 4:00pm

]ME 40th Anniversary Cake and Tea

Tea House, Corridor and Humanity Courtyard

4:00pm- 5:00pm

APNME Poster Session with AME, APNME, ]ME and publisher displays Come to interact with colleagues displaying their work

Humanity Terrace, 2/F Platform Lijing · Building

4:00pm- 5:00pm

Cultivating Gardens: a Comparative Exploration of Manifestations of Humans and Nature in Korean, Japanese, English and American Gardens Helena MEYER-KNAPP

2/F Meeting Room Lijing Building

5:00pm- 6:30pm

Parallel Session 5

GLOBAL CITIZENSHIP: NEGOTIATING PERSONAL IDENTITY IN A WORLD OF MULTIPLE MORALITIES Global Citizenship in the 21st Century: the Contribution of a Hybrid Generation Lilac Hall Robin SAKAMOTO Homelessness and the Global Citizen's Moral Compass: a Cognitive Process of Conceptual Integration Chairs: Xiao-lei WANG and Derek Worley PATTON Life as Journey: in Search/Re-search of My Identities MinkangKIM Sou Kuan VONG Education of Global Citizens in School and Home Vishalache BALAKRISHNAN , Discussant: Derek SANKEY Symposium 5.1

MORAL MOTIVATION- CONTRASTING DIFFERENT CONCEPTS Moral Motivation and Rest's Four Component Model Magnolia Hall Stephen J. THOMA Chair: Measuring Moral Motivation in the Professions Karin HEINRICHS Muriel J. BEBEAU To Bring Will and Reason within the Impulsive Life Don Collins REED Responsibility-Motivation: a New Construct Fritz OSER Discussant: Gerhard MINNAMEIER _ , ,, ,

Symposium 5.2

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Symposium 5.3 Kafirlily Hall Chair: Tatyana TSYRLINA-SPADY

TWENTY YEARS ON: NEW RUSSIAN APPROACHES TO MORAL EDUCATION AND CHARACTER FORMATION Russian Approaches to Developing Children's Subjectivity: Theory and its Applications Liubov KLARINA Developing Interest in Constructive Communication as Part of the High School's Moral Education Sergey POLYAKOV College Graduates: New Standards and New Expectations Polina PALEKHOVA

25

Programme Tuesday 25 October

5:00pm- 6:30pm Symposium 5.4

-·- -··- - -

Tulip Hall Chair: Angela BERMUDEZ

Parallel Session 5 (Continued)

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MAKING SENSE OF CONFLICT: THE ROLE OF SOCIAL CONTEXT, VALUES AND CULTURAL NORMS Rules of the Culture and Adolescents' Reflections on the Choices they have and the Strategies they use to Deal with Peer Aggression and Social Exclusion in their School Silvia DIAZGRANADOS The Discursive Negotiation of Cultural Narratives and Social Identities in Learning about Past and Present Angela BERMUDEZ Human Rights Education, Historical Silence and a 'Culture of Violence' in Guatemala Angela BERMUDEZ Discussant: Helen HASTE ,,_ , ___, , _ ....

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Papers 5.5 Violet Hall Chair: JIN Shenghong

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THE NATURE OF SCHOOLING The Moral Dilemma of School in Our Time Kyung Hwa JUNG Citizenship Education as a Transition to the Whole of Modern Education in China TAN Chuanbao Fundamental Principles of Whole-school Moral Education Marvin W. BERKOWITZ , - ,

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Papers 5.6

YOUTH VALUES Culture, Development and Adolescence-Towards a Theory and History of Adolescence 1/F Meeting Room Boris ZIZEK Lijing Building The Idea of Shared Values in Citizenship Education: a Traditional Concept in Post-modern Times Martina NUSSBAUMER Chair: Sharlene SWARTZ Globalisation of Communications and Changes in Iranian Youth's Moral Values: the Case of the Internet Leila TAJIK on behalf of Ali RABIEE , _ ,,..., . - -.._, Papers 5.7 MORAL BEHAVIOUR Parent-Child Relationships and the Development of Moral Mindsets and Aggressive Behaviour Evening Primrose Jenny L. VAYDICH and Darcia NARVAEZ Hall The Effects of Personal and Family Religiosity on Adolescents' Delinquency, Self-Esteem and Academic Achievement Chair: BrentL. TOP Kaye COOK Moral Thought and Behaviour of Juvenile Delinquents in South Korea Hyo Sean LEE and Yeunsuk RYU

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Papers 5.8

THE MORALITY AND VALUES OF LEADERS School Administrators' Perceptions of their Role in the Implementation of Character Education in a 2/F Meeting Room Taiwanese Primary School Lijing Building Yen-Hsin CHEN and Ming-Dih LIN Values and Leadership: an Exploratory Study of School Principals in China Chair: Ying LIN LIU Cilin Nourishing Life and Cultivating Leaders through Daoist Virtue: Pedagogy of Body, Emotions, Mind and Tranquility Heesoon BAI on behalf of Tom Culham

6:30pm- 7:30pm

Dinner

Rose Garden Cafe

7:30pm- 8:30pm

APNME AGM and Community Meeting

Lilac Hall

8:30pm- 9:30pm

AME AGM and Community Meeting

Friendship Hall

7:30pm - 9:30pm

Cultural Activities

7:30pm- 9:00pm

Calligraphy Demonstrator and teacher: Jen-Chieh LIN

Magnolia Hall

9:00pm- 9:30pm

Dragons and Paragons: a Games-based Learning Approach Magnolia Hall to Exploring Character Development with Young People through Moral Dilemmas Facilitator: Robyn HROMEK .. - ..--.. ...7:30pm- 8:15pm Moral Games Friendship Hall · Facilitator: Darryl MACER · --··~ ,

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8:30pm- 9:30pm

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Nurturing Ideal Citizens of the State of Virtue: the Role Lilac Hall of Wisdom Stories in Creating a More Compassionate, Pluralistic, Civil Society Presenter: Ralph SINGH .......................................................................................................................................................................................................................................................................

26

J-'rogramme weanesaay LO vcrooer

Wednesday, 26 October 7:00am- 8:00am

Breakfast

8:15am- 9:15am

Parallel Session 6

Papers 6.1 Humanity Hall Chair: Marvin BERKOWITZ

Rose Garden Cafe

CHARACTER EDUCATION AND SCHOOL CULTURE The Role of Teacher Factors in the Relationship between a Character Education Intervention and School Culture Ann HIGGINS-D~LESSANDRO on behalf of GUO Ping Congruency and Determinants of Teacher and Student Views of School Culture Ann HIGGINS-D~LESSANDRO on behalf of Arnond SAKWORAWICH

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Papers 6.2 Magnolia Hall Chair: Darcia NARVAEZ Papers 6.3 Kafirlily Hall Chair: Jason STEPHENS

THE BRAIN AND MORAL FUNCTIONING Moral Competence, Brain and Dysfunctional Behaviour Georg LIND The Neural Basis of Research into Moral Cultivation -~t.J~-~inlan and DAI Gangshu · - - - . .___ _ _ __ _ OUTDOOR MORAL EDUCATION Moral Development and Outdoor Ethics Education Christine McCART Environmental Education and Outdoor Activities Thierry LONG

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Papers 6.4

DEVELOPMENT OF THE MORAL PERSON IN CONFUCIANISM Moral Development in a Confucian Conception Tulip Hall LI Maosen Confucianism as Philosophical Foundation of Contemporary Character Education-a perspective of Virtue Chair: Ethics GAO Guoxi Anthony H. HWANG - - - - --·-- -·- - - - - -·-- _,._,_ ---Papers 6.5 INFLUENCE OF VOLUNTARY AND COMMUNITY WORK Voluntary Work as a Strategy to Prepare Moral Education Teachers Violet Hall Lee Hoon CHANG The Impact of Taking Theology and Philosophy Classes as well as Engaging in Community Service on Chair: Undergraduates' Moral Reaso.ning ZHAO Zhenzhou DiYOU ,, .. ,,. .... ···- -- - - - Papers 6.6 HUMAN BEINGS AND THE TAO 2/F Meeting Room Laozi's Thinking on Moral Education and its Inspiration for Human Beings, Nature and the World LI Tianxing Lijing Building Tao or Democracy? The Foundations of Moral Education for Human Beings Chair: Mark PIKE Avraham COHEN ..

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Papers 6.7 Evening Primrose Hall Chair: Thomas BIENENGRABER

CAREERS, WORK AND MORAL EDUCATION An Integrated Approach to Moral Education from the Perspective of Career Development Mayumi NISHINO .

Work-Related Expectations and Autonomy Processc~s of Young Students in a Vocational RehabiJitation Programme in Chile: a Qualitative Study Daniel TELLO SILVA

Papers 6.8 3/F Meeting Room Lijing Building Chair: Dorothea HANCOCK

AFFECTIVE AND SPIRITUAL IN MORAL EDUCATION Rebuilding the Foundations of Moral Education in China ZHU Xiaohong Spirituality and Morality: a Study of their Communal Aspects from Eastern and Western Perspectives Peter Tze Ming NG

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Roundtable 6.9 Lilac Hall Chair: Helen HASTE

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Are the Objectives of Moral Education in China and the USA Different or the Same?

Helen HASTE, Xu ZHAO, SANG Biao and XU Lin Fen

27

Programme Wednesday 26 October

9:30am- 10:30am

Parallel Session 7

REFLECTIONS ON MEDIA REPRESENTATIONS OF ATTITUDES AND VALUES ABOUT DISASTER RESPONSE ' Japanese and USA Media Coverage of Disaster Response: How Do We Talk About Children, Families and Humanity Hall Schools?

Helena MEYER-KNAPP Chair: Nobumichi IWASA Does Media Coverage Shape Attitudes and Values about Disaster Response? USA Newspapers Reporting about the Japanese Earthquake and Tsunami Karen WYCHE "' ~·-···-·-·- LEGAL ASPECTS OF MORAL EDUCATION Papers 7.2 Restitution as Moral Framework: Exploratory Views from South Africa Regarding its Meaning and Necessity Magnolia Hall Sharlene SWARTZ .

Chair: Introducing Case Studies from International Law into Moral Education in Schools Christopher Diana SANKEY DRAKE - -··- -·- .. - .. · · - - - ----------AWARENESS OF THE MORAL SELF Papers 7.3 Comparing Moral-Social Behaviour and Self-Awareness among Japanese, Chinese and South Korean Kafirlily Hall Children Tsunenobu BAN, Yoshio OSHITANI and Mina DAIGO Chair: Moral-self Constructs: Educational Implications Minkang KIM Tonia BOCK Papers 7.1

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Papers 7.4 Tulip Hall Chair: Kristjan KRISTJANSSON

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OBJECTIVITY AND RATIONALITY Moral Knowledge, Moral Sensitivity and Moral Education Roger MARPLES Can the New Consensus in Moral Psychology be Integrated with Education for Critical Rationality?

Bruce MAXWELL ---..··-"-""-- - --- MORAL IDEALS: BEAUTY AND HAPPINESS Papers 7.5 Moral Beauty Violet Hall Rhett DIESSNER Chair: Lawrence The Role of Values Education in Furthering Gross National Happine~s (GNH) in Bhutan: Exploring a Unique WALKER Moral Imperative ----~:y Garla~.? REED __.,___ - - - - - - - - · - -·- · - -..- ·- ·- _ _ __ Papers 7.6 CHINESE CHILDREN'S MORAL LEARNING Evening Primrose To Share or not to Share: Culture, Entitlement and Distributive Justice in Young Children w~ .

Hall Chinese Young Children's Tendency to Balance Claims to Personal Jurisdiction with Compliance to Adult Chair: Authority Xiao-lei WANG Amanda Mun WONG

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HEROES AND TERRORISTS- SIMILARITIES AND DIFFERENCES? Papers 7.7 2/F Meeting Room Heroes, Life and Morality: Pondering on the Values of Life Lijing Building LIU Cilin On Becoming a Terrorist: Transformations of Personal and Moral Agency Chair: Phyllis CURTIS-TWEED Neil FERGUSON

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Papers 7.8 3/F Meeting Room Lijing Building Chair: TAN Chuanbao

RELATION AND HUMANENESS Morality and Moral Education in the Changing World Order: What Is the Right Thing To Do? Laurance SPLITTER Ren (Humaneness) as the Foundation of Moral Education MeiyaoWU

Workshop 7.9 Lilac Hall

PUBLISHING IN ACADEMIC JOURNALS: TIPS TO HELP YOU SUCCEED Rachel SANGSTER with Darcia NARVAEZ

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10:30am- 11:00am

Refreshments

Humanity Hall Foyer

11:00am -12:30pm

Plenary Session 2

Humanity Hall

Moral Education as 'InnerOuter' Environmental Education: an Asian Philosophical Contribution· Heesoon BAI, Professor of Philosophy of Education, Simon Fraser University, Canada Chair: Lutz ECKENSBERGER 12:30pm- 1:45pm

28

Lunch

Rose Garden Cafe

Programme Wednesday 26 -Thursday 2 7 October

2:00pm- 6:00pm

Excursions in and around Nanjing These are included in the conference and accompanying persons' fees and are likely to include: 1. Zijin Mountain (Purple Mountain) area, including the Ming Tombs, Zhongshan Mausoleum (walking tour} 2. Confucius Temple area, including the Old Examination House, Confucius Temple, traditional riverside streets, downtown Nanjing 3. Zhonghua Castle and Zhanyuan Garden 4. Nanjing Massacre Museum and Nanjing Silk Brocade Museum 5. Nanjing Museum and Crow Temple 6. River-Looking Building and Jinghai Temple Sign upfor the excursion ofyour choice at the Registration desk in Nanjing; first come first served!

6:00pm- 7:00pm

Dinner

Rose Garden Cafe

7:00pm- 10:00pm

]ME AGM, Editorial Board Meeting

Jade Hall

7:30pm- 9:00pm

Cultural Activity

7:30pm- 9:00pm

Music and Song from Around the World Friendship Hall Organisers and facilitators: )IN Shenghong & Marfa-Cristina MORENO-GUTIERREZ .

Come and listen to an impressive line-up of talent, including: Members of the Music Department ofXIAOZHUANG COLLEGE, Nanjing Lauren GENEVIEVE (aged 12) Western musical theatre and opera BAKEL! on the Dongbula and songs from Xinjiang Sri WENING and MARYANTI on the Angklung, accompanied by Kun Setyaning ASTUTI Marfa-Cristina MORENO-GUTIERREZ on Guitar and Mexican song

Bring other instruments and come in good voice!

Thursday, 27 October Rose Garden Cafe

7:00am- 8:30am

Breakfast

8:30am- 10:00am

Parallel Session 8

AME,APNME& ]ME Mentoring Session 2 Humanity Hall Chairs: Ann HIGGINSD'ALESSANDRO and Xiao-lei WANG

MENTOR-SCHOLAR DISCUSSIONS: HOW TO PUBLISH IN ENGLISH AND ENHANCE YOUR CAREER: WORKSHOP Work GROUP 1 for Chinese-speaking SeniQr Scholars.

Mentors: Chi-ming (Angela) LEE, LI Maosen, Xiao-lei WANG, XU Yuzhen Work GROUP 2 for Chinese-speaking Junior Scholars.

Mentors: Yen-Hsin CHEN, LIU Cilin, Sou Kuan VONG, ZHAO Zhenzhou Work GROUP 3 for Japanese- , Korean- and Thai-speaking Scholars and other Asian or Pacific Scholars.

Mentors: Minkang KIM, Nobumichi IWASA, Robin SAKAMOTO, Derek SANKEY Work GROUP 4 for all other Scholars from Africa, Europe, the Middle East, North America and South America. Mentors: Ann HIGGINS-D'ALESSANDRO, Sharon LAMB, Gerhard MINNAMEIER, Gay Garland REED, Lawrence ...- WALKER .... _,,_, ,

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Symposium 8.1 Jade Hall Chair: TianlongYU

EXAMINING CHINESE MORAL EDUCATION: NEW PERSPECTIVES Teachers' Perceptions of Responsibility towards Moral Education in Basic Education in the Chinese Mainland WANG Fuyan Civic Moral Education Based on the Characteristics of Civil Society in China TANG Hanwei Educating for World Citizens in Chinese Schools: a Moral Imperative TianlongYU Discussant: Dwight BOYD , ..-.--- -·,_ ..

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Programme Thursday 2 7 October

8:30am- 10:00am Symposium 8.2

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Parallel Session 8 (Continued)

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A LESSON FROM THE INTERNATIONAL CIVIC CITIZENSHIP STUDY (ICCS): THE PERCEPTION OF ASIAN STUDENTS ON POLITICAL TRUST, RELIGION AND CITIZENSHIP Lilac Hall Political Trust among Adolescents in Asia Chair: Kerry J. KENNEDY Kerry J. KENNEDY A Case Study of Hong Kong Students' Perceptions of Religion Chris CHEUNG and Kerry J. KENNEDY Are there 'Asian' Citizenship Values?

Kerry J. KENNEDY, Chris CHEUNG and Joseph K. F. CHOW - ·- - · -- - - -· -·-·· - - - - -··- - - - -Symposium 8.3 EDUCATION AND HUMANISM: LINKING AUTONOMY AND HUMANITY A Humanist Perspective on Moral Development and Citizenship Education Kafirlily Hall Wiel VEUGELERS Moral Education from a Humanist Perspective Chair: Maria Rosa BUXARRAIS Wiel VEUGELERS The Moral Side of Education: Helping Teachers to Develop a Moral Perspective on Teaching Yvonne LEEMAN Discussant: Fritz OSER - - - - - - -THE RELIGIOUS AND THE SECULAR IN MORAL EDUCATION Papers 8.4 How to Make People Believe in and Conform to the Good by Secular Moral Education-Experience from Gaofeng Hall China Chair: ZHANG Tieyong Why Might Moral Education in China Gain from More Explicit Attention to Religion?

Stephen Brian GATES McKINNEY Curriculum Design for Moral and Religious Education: Integrating the Christian Tradition and Chinese Culture Paul Wai-Keen LAU and Francis Nai-Kwok CHAN

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Papers 8.5 Magnolia Hall Chair: Eric Feng-Jihu LEE

Papers 8.6 Yifeng Hall Chair: Laurance SPLITTER

Papers 8.7 Violet Hall Chair: Heesoon BAI

TEACHER PROFESSIONAL ETHICS David Carr's Virtue Ethics and its Implications for Teacher Professional Ethics Liang Wei HSIEH On Teachers' Professional Development and the Construction of the Professional Ethics of Teachers YANG Qihua Teacher Morality in Mainland China: Evolution and Characteristics-A Policy Text Analysis Lijia WANG

PHILOSOPHY WITH CHILDREN AND THINKING SKILLS Philosophy for Children and Education for Democratic Communication: a Deweyan Perspective Ann Tzu-yu YEH Moral Issues in Doing Philosophical Research with Children as Co-researchers Judy A. KYLE Teachers' Perceptions of Thinking Skills: their Hesitations, Concerns, Confusions, Silences-and What is to Count as Moral Education?

Berise HEASLY - - -- - ,.,_ ... "' - - - - - - - -··- · - - ECO·ETHICS REASONING AND JUSTICE Rethinking Eco-centric Ethical Reasoning in the Environmental Age Hueyli LI Justice Eco-ethics and Culture: a Theoretical Perspective LutzECKENSBERGER Justice in Eco-ethics: Some Empirical (Western) Data Lutz ECKENSBERGER

10:00am- 10:30am 10:30am- 12:00

_

Refreshments

Humanity Hall Foyer

Plenary Session 3

Humanity Hall

It's Not Me, It's My Brain: Cultivating Moral Learning in an Age of Neuroscience Derek SANKEY, University of Sydney, Australia Chair: Xiao-lei WANG 12:1Spm- 1:30pm

30

Lunch

Rose Garden Cafe

Programme Thursday 2 7 October

1:30pm- 3:00pm

Parallel Session 9

40 YEARS OF THE JOURNAL OF MORAL EDUCATION UMEJ: ITS CONTRIBUTION TO MORAL EDUCATION AND DEVELOPMENT Jade Hall Introduction Stephen J. THOMA Chair: Stephen J. THOMA ]ME's Origins, Policies and Practices Brian GATES Moral Education Trends-a 40-Year Analysis and Interpretation of]ME (1971-2011) Chi-Ming (Angela) LEE and Monica J. TAYLOR An Interview with the Editor Brian Gates .. - Monica Taylor in Conversation ·- with ·- -·TOWARDS FULLER HUMANITY IN MORAL EDUCATION: OUR MORALE IN THE DYNAMISM OF CONCEPTION, Symposium 9.2 SELF-CONSTANCY, LANGUAGE AND MORAL VALUES Magnolia Hall The Paradigm Shift and Modern Interpretation: On Chinese Traditional Moral Education Chair: L1 Jia Rosa Hong CHEN Self-constancy and Ethical Identity: Some Implications for Moral Education ZHAO Kang Understanding the Moral Aspects of Chinese Proverbs in Social Relations LIU Xuguo, WU Jiayi and LIU Jingjing Reconstructing Moral Excellence and Moral Value in Traditional Chinese Morality SHI Liushan Discussant: Rosa Hong CHEN ., , - . .- ...· - - - -...- -..·- ·- - - SEX EDUCATION AS MORAL EDUCATION: NEW FRAMINGS, NEW CONTEXTS Symposium 9.3 The Underlying Ethics in Sexuality Education with Regard-to Vulnerable Groups Kafirlily Hall Sharon LAMB Ethical Parenting of Sexual Youth Chair: Laina Y. BAY-CHENG Sharon LAMB Toward a Pedagogy of Ethical, Sexual Pluralisms TROUTMAN .,. __ ,_ , Stephanie , - ----·----- · - -..- -. - ·Papers 9.4 THE BRAIN AND EARLY CHILDHOOD The Neurobiology of Moral Development: Triune Ethics Identities are Predicted by Early Experience and Gaofeng Hall Predict Moral Behaviour Darcia NARVAEZ Chair: Reframing the Pedagogy of Moral Education: a Dynamic Systems Approach Derek SANKEY MinkangKIM Cultivating Morality in Early Childhood Arini BEAUMARIS Symposium 9 . 1

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CIVIC CONSCIOUSNESS, VOLUNTEERING AND SERVICE LEARNING IN CHINA Citizen Consciousness and Moral Education Development in Chinese University Students Violet Hall PENG Xiaolan Volunteer Development in Chinese Universities Chair: ZHAO Zhenzhou Marcia Comparing the Differences and Commonalities between Service Learning in the USA and Social Practice in MENTKOWSKI China XU Ruifang ---MORALITY OF TEACHING AND TEACHERS' AWARENESS Papers 9.6 Crossroads: a Study of Moral Dilemmas in English Language Settings Hefeng Hall Leila TAJIK Chair: Cultural Awareness: but I'm the Normal One! Tatyana TSIRLINA- Shawn HOLMES SPADY Teacher Education in Mexico: the Key Element for a Profound Educational Reform in Citizenship Education Marfa Cristina MORENO-GUTIERREZ and Lariza Elvira AGUILERA RAMIREZ Papers 9.5

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Papets 9.7 Yifeng Hall Chair: Kohtaro KAMIZONO

Roundtable 9.8 Lilac Hall Chair:

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CREATIVITY, AESTHETICS AND CHARACTER DEVELOPMENT Moral Education to Cultivate Creativity and Character Presenter: Gyun Yeo! PARK Developing Music as a Medium for Character Building in Indonesia, Comparing Eastern and Western Approaches Kun Setyaning ASTUTI An Ethics Class Taught in a Workshop Style in Japan Tetsu UENO - ·. -··--··-- ..·· - - - USING MORAL EDUCATION TEXTBOOKS IN CLASSROOMS Mayumi NISHINO, Vishalache BALAKRISHNAN, Heesun CHANG, Yen-Hsin CHEN, Kun Setyaning ASTUTI, TAN Chuanbao, LIU Cilin, May M. L. NG and Sou Kuan VONG

...'::l.??~l-~:!..~.l~~!.~.~--- .....................-................................ ...................................................................... . . ........ ..........................................................................................

31

Programme Thursday 2 7 October

3:00pm- 3:20pm

Refreshments

3:20pm- 4:20pm

Parallel Session 10

Tea Plaza

Papers 10.1 Magnolia Hall Chair: Ulisses F. ARAlJJO

BIOTECHNOLOGY AND MORAL EDUCATION Tinkering with Nature: Enhancing Precursors of Moral Behaviour via Genetic Intervention Doret DE RUYTER How to Measure 'Progress' In School Interventions Catherine NAPFLIN

Papers 10.2

LEGACIES OF VIOLENCE Why Are They So Angry? Why Do They Joke? Talking to Teachers about War-affected Youth Alice LoCICERO Moral Reasoning and Political Violence: the Legacy of Northern Irish Conflict Neil FERGUSON __ . , _....... , ,_ __

Kafirlily Hall Chair: Zsuzsanna VAJDA

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Papers 10.3

Chair: Rhett DIESSNER

ATTACHMENT AND MORALITY Does Attachment Shape Morality? A Review of Kohl berg and Diessner's Model Kaye V. COOK Attachment to Human and Nonhuman Attachment Entities across the Lifespan Patrice Marie MILLER

Papers 10.4 Violet Hall Chair: Nancy NORDMANN

DEVELOPING MORALITY IN CHILDREN WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Moral Grounds for Educating an Artistically Talented Child with Autism jen-Chieh LIN Developing Moral Attitudes with Students with Emotional and Behavioural Difficulties through Profoundly Empathic Relationships: Possibilities and Limitations in School Settings Bridget COOPER

Papers 10.5 Hefeng Hall Chair: Yen-Hsin CHEN

CARE ETHICS AND CARING TEACHING A Comparison of Feminist Care Ethics and Confucianism: Another Approach to Moral Education FAN Weiwei and GU Kansheng The Caring Teacher in Moral Education in a Malaysian School Ilhavenil NARINASAMY

Gaofeng Hall

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Papers 10.6 Yifeng Hall Chair: Tobias KRETTENAUER

HONESTY Moral Exemplarity in the Academic Domain: an Analysis of Students who do Not Cheat in School Jason STEPHENS Qualitative Analysis of Conflicts and Resolution between Honesty and Traditional Values of Korean Students Heesun CHANG

Papers 10.7 Lilac Hall Chair: Sharon Nodie OJA

HEALTH PROFESSIONALS' DEVELOPMENT Assessing and Facilitating Development of an Ethical Professional Identity: Strategies and Challenges Muriel J. BEBEAU A Structured Approach to Stimulating Graduate Students' Critical Thinking about Injustices in Global Health Laura DUCKETT ..

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Papers 10.8 Zilan Hall Chair: Anthony H. HWANG

GLOBAL AND LOCAL How Far Can Morality Be Separated From Nature?

Yung-ming SHU A Situationist Lesson for Character Education: Re-Conceptualising the Inculcation of Virtues via the Notion of Converting Local Virtues to More Global Ones Yi-Lin CHEN

Roundtable 10.9 Jade Hall

CULTIVATING CITIZENSH-IP EDUCATION Chair and Presenter:. Yvonne LEEMAN

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Programme Thursday 2 7 Oaober

4:30pm- 5:30pm

Parallel Session 11

EASTERN PHILOSOPHIES AND MORAL EDUCATION Application of Wu-Wei (Daoist) and Anatta (Buddhist) Worldviews to 21st Century World Moral Education Lilac Hall Avraham COHEN Chair: 'Learning for Realising the Self' in Confucianism: Classical Chinese Moral Cultivation and its Contemporary Siebren MIEDEMA Value YANG Liuxin - - - - - -- - - - - - ··- --·- - - ·- .. "" ,,__ "" EMOTIONS, COGNITION AND MORAL EDUCATION Papers 11.2 Moral Membership as Moral Formation: Shame and Moral Formation Magnolia Hall John COVALESKIE Chair: Developing Judgements of Loyalty among Bosnian-Croats Andrew GARROD Adam KAY -·- _,, _ "" _ , ,_ , , ,_,___ ___ ·- - - Papers 11.1

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Papers 11.3 Kafirlily Hall Chair: Gerhard MINNAMEIER

FINANCIAL MORALITY Moral Judgements of Responsibility and their Influence on Moral Decision-Making in the Economic Context Jennifer LOEW I Acted Under Orders - Or Just Wanted To Earn Money?

Zsuzsanna VAJDA

Papers 11.4 Gaofeng Hall Chair: Angela BERMUDEZ

EFFECTS OF COMPETITION ON SOCIO-MORAL ENGAGEMENT Fairness and the Cultivation of Moral Virtue in the Educational System: the Debilitating Role of University Entrance Exams in East Asia David P. ERICSON Development under Stress: Academic Competition and Adolescent Friendship Participation in China's Secondary Schools Xu ZHAO

Papers 11.5 jade Hall Chair: Karen WYCHE

SOCIAL WORK, MORAL CONFLICT AND DEVELOPMENT A Reconstruction of Moral Maturity and Professionalism of Bachelor of Social Work Students in South Korea Detlef GARZ, Poo Lum JONG, Hae )in KIM and Soon-Won JUNG Conflict as a Means to Moral Commitment and Caring: Examples from Child Protection Doug MAGNUSON

·- - · - -- - - - - - - - - - - - - --··SOCIOLOGICAL HISTORY OF MORAL EDUCATION Morality, Individuals and the State in Educational Thinking: Durkheim's Dialogue with Theories in the 18th Violet Hall & 19th Centuries Felix Chun HUANG Chair: The Westernisation of Moral Educational Thought in Modern China (1898-1948): Moral Education and LI Yihong Functional Differentiation MeiyaoWU - - -- --- - - - - - -- · - - - - - - - - - - - ' - - - . - ------RESEARCH METHODS Papers 11.7 A Data Mining Approach to Assessing Moral Judgement Development Hefeng Hall YuejinXU Chair: An Integrative Account of Stage and Moral Action Patricia Unger Michael Lamport COMMONS Raphael BATAGLIA - -·- ··- - -·- -·-

Papers 11.6

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Papers 11.8 Yifeng Hall Chair: Robert DAVIS

CHINESE CLASSICS AND MORAL EDUCATION Tao or Democracy? Response to Literature and the Cultivation of Moral Education for Human Beings Mark PIKE Is Ertong Dujing a Potentially Viable Form of Moral Education for Children? A Philosophical Investigation Jessica Ching-Sze WANG

DISCRIMINATION: RELIGIOUS AND SOCIAL Faith Schools in the United Kingdom Stephen McKINNEY Social Discrimination in Japan: its Causes and How Moral Education can Begin to Address it Fumiyuki OHNISHI ......................................................... , ........................................................................................................................................................................................................•..

Papers 11.9 Zilan Hall Chair: Rivka WITENBERG

5:30pm- 6:00pm

Break

33

'

Programme Thursday 2 7- Friday 28 October

AME, APNME &]ME Awards Reception

6:00pm- 7:15pm

Humanity Hall

Drinks and Dim Sum sponsored by ]ME's publishe'"' Routledge journals, Taylor & Francis Master of Ceremonies: Andrew GARROD Traditional Chinese Dance 'A Beautiful Girl' Rosa Hong CHEN AMEAwards Kuhmerker Career Award Committee Chair: Lawrence WALKER Good Work Award Committee Chair: Doret J. DE RUYTER APNMEAward Best Poster Prize Committee Chair: Christopher DRAKE (ME Award

The ]ME-Taylor Prize J. THOMA

Committee Chair: Stephen

traditional Chinese Dance 'Butterfly Dance' Rosa Hong CHEN and LIU Yunyun 7:30pm- 9:30pm

Chinese Banquet with Shadow Play sponsored by Nanjing Normal University

Peace Hall

Friday, 28 October 7:00am- 8:00am

Breakfast

8:15am- 9:15am

Parallel Session 12

Papers 12.1 Humanity Hall Chair: Adam NIEMCZYNSKI

Rose Garden Cafe

MORAL WISDOM AND MOTIVATION Two Empirical Studies Based on the Wisdom Theory of Integrating Intelligence with Morality WANG Fengyan, ZHENG Hong and HUANG Yutia The Enlightened Self-Interest of the Moral 'Dream Team' Lawrence j. WALKER "--~·----

Papers 12.2

PEDAGOGY OF MORAL EDUCATION Some Reflections on the Important Role Played by the 'Emotional Experiencing' Method in Chinese 1/F Meeting Room Character Education Lijing Building XIE Kuang Fei Educating for Critical Moral Consciousness: the Role of Authentic Communication in Stimulating Moral Chair: Gay Garland REED Development Glen COTTEN Papers 12.3 Magnolia Hall Chair: Ann HlGGlNSD'ALLESSANDRO

JUSTICE AND DEMOCRACY IN SCHOOL A Sense of Justice in School and Civic Education: a Theoretical Framework Nura RESH Democratic Education -'Evolution not Revolution' within a Moral Context David ROWSE . ·- - - - - - Papers 12.4 INFORMAL MORAL EDUCATION 2/F Meeting Room The Value of Values Education: a Critical Study of Non-formal Education in an Indian Context Shajimon PETER Lijing Building The Citizen Councillor Network: ·a Collaborative Environment for Collective In-person and Online Dialogue Chair: john SPADY Don Collins REED --~·------

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Programme Friday 28 October ,;-?;路~_\t:ii!1<;\\

Papers 12.5 Tulip Hall Chair: Chi-Ming (Angela) LEE

EVALUATION OF CHARACTER EDUCATION Reflections on the Contemporary American Character Education Movement Based on Virtue Ethics CHEN Haiqing Character Education at a Crossroads in Taiwan: Conceptual Clarification and Practical Implementation Eric Feng-Jihu LEE

Papers 12.6 Evening Primrose Hall Chair: DetlefGARZ

MORAL JUDGEMENT, WORK AND PROFESSIONALISM Situational Impact on Moral Judgement Thomas BIENENGRABER A Measure of Moral Judgement of Construction Professionals in Decision-Making: Developing the Construction-Specific Moral Judgement Test On Kay AngelLAW ----,_,_

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Papers 12.7 Violet Hall Chair: MayM. L. NG

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TEXTBOOKS AND MORAL EDUCATION Moral Rationalities in Current Primary Textbooks of Character and Life (Society) in China SUN Caiping Multicultural Elements in Moral Education Textbooks in Malaysia: Development, Current Issues and Global Implications Vishalache BALAKRISHNAN

9:15am- 9:30am

Refreshments

9:30am- ll:OOam

Plenary Session 4 Humanity Hall The Moral Predicament and Moral Education in Contemporary China 路 Sponsored by the Philosophy of Education Society of Great Britain WAN )unren, Professor of Ethics and Political Philosophy, Tsinghua University, Beijing, P. R. China and Chairman of the China Ethics Association Chair: Robert DAVIS

11:00am- 12:00

Closing Panel Cultivating Morality: Reflections, Inspirations, Anticipations AME: Sharon LAMB Chinese Moral Edueation and Associations: )IN Shenghong Asia-Pacific Region: Chi-Ming (Angela) LEE ]ME: Stephen). THOMA Chair: James CONROY

Humanity Hall

12:15pm- 1:30pm

Lunch

Rose Garden Cafe

1:30pm- 4:00pm

AME Board Post-conference Meeting

Jade Hall

1:30pm- 4:00pm

APNME Committee Post-conference Meeting

Violet Hall

Humanity Hall Foyer

35

AME Pre-Conference Workshops

Stimulating Moral Judgement Competence with the Konstanz Method of Dilemma-Discussion - a Taster Workshop Organiser: Georg LIND, University of Konstanz, Germany This workshop introduces the Konstanz Method of Dilemma-Discussion (KMDD) through practical demonstration and theoretical explication. The KMDD, which grew out of the Blatt-Kohlberg-Method, has been optimised over the past two decades on the basis of the dual aspect theory of moral behaviour of Socrates and Piaget, of new research findings, and of continuous self-evaluation of the learning-efficacy of the method.

Its relative effect size is far above r > 0.40, and the absolute effect size of a single session is 5 C-points (on the 100-point moral competence scale), which is about as much as the effect of a whole year of good general education. However, such efficacy is achieved only by thoroughly trained, certified KMDD-teachers. Their training encompasses a 40 hour workshop-seminar, 80 hours of training-on-the-job, and a rigorous examination of their teaching proficiency through an uncut video-demonstration. The first three hour-unit of this training will be presented in this taster workshop. (See: http:/ jwww.uni-konstanz.dejag-moralj)

An Overview of the Sciences of Morality Organiser: Don Collins REED, Wittenberg University, USA The purpose of this workshop is to provide an overview of current debates in the field, especially for conference participants who would like a pre-conference road map of some discussions that will occur at the conference.

Participants will be introduced to the struggles within and between three groups of researchers : (1) researchers who assume that personal moral knowledge and competence are possible and ask, How do individuals develop them?; (2) Researchers who assume that 'morality' is primarily a social phenomenon performing social functions and ask, What processes perform those functions, and what subvert them?; And (3) researchers who assume that our species evolved from predecessor species not capable of morality and ask, What are the essential capacities, and how did they evolve? An outline of how answers to these three questions can be reconciled will be presented and opened up for discussion during the third hour of the workshop.

Applying the Model of Hierarchical Complexity to Scoring Moral Narratives and Constructing Instruments to Measure Moral Development Organiser: Michael Lamport COMMONS, Harvard Medical School, USA The Model of Hierarchical Complexity provides a framework for scoring reasoning stages of adults in any domain as well as in any cultural setting. This workshop teaches people to understand and apply the Hierarchical Complexity Scoring System. Participants will learn about: (1) the model; 2) the concepts underlying the model; (3) the description of the stages and their relationship to Kegan's and Kohlberg's stages; and (4) examples of scoring samples from interviews, illustrating moral development (5) creating instruments consisting of vignettes, representing stages from order 7 to 12 (primary, concrete, abstract, formal, systematic, and metasystematic). Also examined are how we resolve difficulties in discerning these stages, and transitions and how they can be scored with reliability and validly. Finally, Rasch analysis, which is a method of changing ratings of items into Rasch Scaled Scores both for the items and for the participants, will be presented.

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AME,APNME &}ME MentoringWorkshops

Mentor-Scholar Discussions: How to Publish in English and Enhance Your Career Organisers: Ann HIGGINS-D'ALESSANDROa and Xiao-lei WANGb â&#x20AC;˘Fordham University, USA; bPace University, USA The conference offers two Mentor-Scholar sessions: (1) to discuss publishing in English-speakingjournals; and (2) to discuss career development and publishing. The Tuesday session will begin with a panel, followed by the convening of the four separate Work Groups. On Thursday the four Work Groups will reconvene for advice and discussion.

Objective 1: To offer guidelines for publishing in English-language scholarly publications. The panel will address the need for scholars from across the world to publish in existing publications/journals in order to enhance the ways in which we inform and influence each other. English-language editors will explain the perspectives and guidelines of English-language publications and Asian scholars will offer their perspectives regarding the role of publishing in scholarly careers., Panel: Welcome by Sharon LAMB, President, AME and JIN Shenghong, Chair APNME; Panellists: Monica TAYLOR, Editor; journal of Moral Education UMEJ; Darcia NARVAEZ, Editor-elect ]ME; Rachel SANGSTER, Routledge Journals, Taylor & Francis,]ME publisher, and Darryl MACER; UNESCO, Regional Adviser in Social and Human Sciences for Asia and the Pacific, Thailand.

Objective 2: To advise on career development and publishing in English-language journals. Four Work Groups, each led by mentor-scholars, will discuss issues shared by their group as well as advise individuals.

We encourage participants to seek out longer-term mentoring relationships and each conference participant whose first language is English to help a colleague who does not have English as a first language to publish in English.

Work Group 1 for Chinese-speaking Senior Scholars (maximum 20), with mentors including: Chi-ming (Angela) LEE, Taiwan Normal University, Taiwan, LI Maosen, Renmin University of China, P.R. China, Xiao-lei WANG, Pace University, USA, XU Yuzhen, Capital Normal University, P.R. China.

Work Group 2 for Chinese-speaking Junior Scholars (maximum 20), with mentors including: Yen-Hsin CHEN, Chung Cheng University, Taiwan, LIU Cilin, Shanghai Normal University, P. R. China, Sou Kuan VONG, University of Macau, P.R. China, ZHAO Zhenzhou, Hong Kong Institute of Education, P. R. China.

Work Group 3 for Japanes'e -, Korean- and Thai-speaking Scholars and other Asian or Pacific Scholars (maximum 20) with mentors including: Minkang KIM, University of Sydney, Australia, Nobumichi IWASA, Reitaku University, Japan, Robin SAKAMOTO, Kyorin University, Japan, Derek SANKEY, University of Sydney, Australia.

Work Group 4 for all other Scholars from Africa, Europe, the Middle East, North America and South America (unlimited numbers) with mentors including: Ann HIGGINS-D'ALESSANDRO, Fordham University, USA, Sharon LAMB, University of Massachusetts, USA, Gerhard MINNAMEIER, Goethe University of Frankfurt/Main, Germany, Gay Garland REED, University of Hawai'i, USA, Lawrence WALKER, University of British Columbia, Canada.

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Paper Abstracts

Note: Abstracts are listed alphabetically by presenter's surname, with a thumb index to facilitate searching.

Character and Citizenship Education and the Development of Moral Motivation Presenters: Wolfgang ALTHOF and Marvin W. BERKOWITZ, University of Missouri-St. Louis, USA Character and citizenship education must consider what psychologically comprises an individual who is both motivated and capable of acting in morally justifiable ways. In the case of character education, the focus is applicable to all spheres of life. In the case of civic or citizenship education, particularly in democratic societies, the focus is more on public and civil life and engagement. If schools are to nurture the moral proclivities and capabilities of their future adult citizens, then they must take seriously what is known about their developmental characteristics. In this presentation, we will examine some core models of both character and citizenship education, identifying their typical motivational strategies. We will contrast approaches that strongly emphasise intrinsic motivation (e.g., Marilyn Watson's concept of 'developmental discipline') with the common practice of 'motivating' students externally and in particular by rewards, as in the Positive Behavioral Intervention and Support (PBIS) approach.

Positive Feelings and Emotions in Youth's Purpose Presenter: Ulisses F. ARAUJO; Author: Valeria ARANTES, University of Sao Paulo, Brazil This research is about the role that feelings and emotions play in the development of youth purpose, trying to better understand the affective aspect of purpose and its connection with moral reasoning and positive psychology. Two hundred and forty high-school students were interviewed using the Stanford Center on Adolescence Interview Protocol. Two major categories of feelings and emotions were found to have a role with youth purpose. One group showed only positive feelings-like well-being and personal satisfactionrelated to purpose, while the second group presenleu more complex affective organisation, with both positive and negative feelings being related to purpose. The findings also emphasised the importance of interpersonal relationships, welfare and self-satisfaction, and the moral values that also support purpose. Given these results, consideration will be given to the implications for moral psychology and education.

Youth Purpose and Life Goals of High School Students Engaged in Community and Social Work Presenter: Ulisses F. ARAUJO; Co-author: Valeria ARANTES, University of Sao Paulo, Brazil This research is about the development of youth purpose in Brazil. We have compared the identified purpose, life meaningfulness and pro-social orientation of life goals in high school students who are engaged in community and social work and students who are not engaged in these kinds of activities. The total sample was 1,000 subjects, from 10 different Brazilian cities, distributed in all geographical regions of the country. Subjects were invited to a computer lab where they answered an electronic survey about Youth's Purpose. Measures such as the Stanford Center on Adolescence Purpose Scale and the Riff Purpose in Life Scales were used in the survey, among other scales. Significant differences were found between the sample of students engaged in community and social work and those not engaged.

Developing Music as a Medium for Character Building in Indonesia, Comparing Eastern and Western Approaches Presenter: Kun Setyaning ASTUTI, Yogyakarta State University, Indonesia This paper reports on a study, Developing a Model for Teaching and Learning Music in Public Schools Based on Comparative Study between Indonesia and the Netherlands 2010. One objective of the study was to develop a model for learning music as a medium for character building. Data collection used observation (from elementary schools to universities in Yogyakarta, Indonesia and Utrecht, The Netherlands), interview (experts, stakeholders, teachers, students), and library research. The study showed that, in the Western world, character building places an important emphasis on improving critical thinking, objectivity and democracy, and is often not related to religion. By contrast, in the Eastern world, character building emphasises obedience tq rules, acceptance of norms, and, in Indonesia, is nearly always related to religion. Drawing on the strengths of both models, a music teaching and learning model has been developed as a medium for character building in Indonesia based on: (1) constructivist theory; (2) student-centred learning; (3) thematic learning integrating theory and practice; (4) contextual learning; and (5) self-awareness.

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Paper Abstracts

Nourishing Life and Cultivating Leaders through Daoist Virtue: Pedagogy of Body, Emotions, Mind and Tranquility Presenter: 1-{eesoon BAI; Author: Tom CULHAM, Simon Fraser University, Canada Recent business ethical failings demonstrate the need for leaders who can create economically; ethically and socially sustainable organisations. Eminent management and philosophy scholars have argued that business schools have been unsuccessful in educating ethical leaders because they rely on foundations of reason and utility and discount the full range of what it is to be human. Indeed, neuroscience has recently turned over the long held notion that reason forms the basis of sound decisions and concluded that body, emotions and reason together inform moral decision-making. Daoism departs from typical Western approaches to ethics education in its pedagogy of inculcating tranquillity in the whole person; body, emotions and mind, enabling virtue, de ito, to emerge unselfconsciously from within. This paper examines the Daoist concept of virtue and pedagogy for its development contained in the Neiye, Laozi, Zhuangzi, and Huainanzi as a means of informing ethics pedagogy for today's leaders. '

Multicultural Elements in Moral Education Textbooks in Malaysia: Development, Current Issues and Global Implications Presenter: Vishalache BALAKRISHNAN, University of Malaya, Malaysia This paper will explore the different eras of education in Malaysia and how multicultural elements have been assimilated into Moral Education textbooks since 1982 (the start of the formal subject of Moral Education in Malaysian schools) until now. In the Malaysian scenario, language, culture and religious faith are so diverse that the notion of 'unity in diversity' is always taken for granted. To address these issues, the paper analyses government documents, educational policies and transformations and research literature related to historical, theoretical and practical aspects of moral education in Malaysia. Government documents related to immigrants, education policies and current education acts will be discussed to address the historical components of the current subject of Moral Education. The paper also examines the notion of multiculturalism which Moral Education is addressing from the lenses of different ethnic groups in Malaysia.

Comparing Moral-Social Behaviour and Self-Awareness among Japanese, Chinese and South Korean Children Presenters: Tsunenobu BAN", Yoshio OSHITANib and Mina DAIGOb â&#x20AC;˘Naruto University of Education, Japan; bShowa Women's University, Japan Whereas Japan, China and South Korea are neighbouring countries with similar historical-cultural conditions, they differ greatly in their educational policies and curricula. We therefore conducted comparative research by questionnaire on the moral-social behaviour and self-awareness among Japanese, Chinese and South Kor'ean children. Our results were consistent with our assumption that moral-social behaviour is the outcome of socialisation in each country's educational settings and that the present situations of these countries are reflected in their children's self-awareness. As contrasted with Japanese children, Chinese and South Korean children take a relatively positive attitude toward their daily work and learning, but sometimes have feelings of helplessness and uneasiness. On the other hand, Japanese children tend to exhibit inconsistent behaviour based upon mutual sympathy. We should take these results into account in planning and improving moral education programmes for the future.

The Development of Moral Judgement and Moral Competence in Pedagogy Students: a Study Using Moral Judgement and Defining Issues Tests Presenter: Patricia Unger Raphael BATAGLIA; Co-authors: Alessandra DE MORAIS SHIMIZU, Rita Melissa LEPRE, Maria Claudia CABRINI and Sebastiao Marcos Ribeiro DE CARVALHO, University Estadual Paulista, Brazil Studies about Kohlberg's theory resulted in some instruments which have been validated in many countries around the world. Among them, in Brazil researchers have used the Defining Issues Test (DIT) and the Moral Judgement Test (MJT). The DIT aims to measure the proportion of post-conventional answers and the MJT the development of moral competence. The objective of this study was to evaluate the influence of teachers' education on the development of morality (post-conventional answers and moral competence). The subjects were 540 pedagogy students from two different universities: one public and one private, from the first and the last years. Results were analysed comparing the beginning and the end of the course, age, social-economic status and type of university. Students made only small gains from the first till the last semester of the course in both types of universities. The only variable that correlated positively with improvement of post-conventional answers and moral competence was age.

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Paper Abstracts

Cultivating Morality in Early Childhood Presenter: Arini BEAUMARIS, University of Newcastle, Australia Although the foundation of morality is developed prior to children entering school, little emphasis has been placed on systematically educating children to be moral in early childhood. A nine-step model which addresses this need is explored, integrating best practices, theoretical, experiential and doctoral research findings in moral education. A series of story books have been developed to support this approach. The model supports brain functioning theories on moral learning and challenges conventional notions of how we learn to function in the moral domain. Results oftrialling this method in early childhood settings will be shared. Evidence suggests that children would benefit from an intentional process of facilitated reflection upon feeling states and personal moral experiences, in a safe and caring environment. Facilitated reflection supports the creation of new moral prototypes to develop moral imagination so the child will know how to respond the next time, in similar moral scenarios.

Assessing and Facilitating Development of an Ethical Professional Identity: Strategies and Challenges Presenter: Muriel J. BEBEAU, University of Minnesota, USA An ethics curriculum required 102 entering dental students to complete the Defining Issues Test (DIT), and an essay to tap the cognitive, emotional and social structures that comprise an ethical professional identity.

Instruction featured lectures, self-reflections, stage descriptions of the Evolving Professional Identity, and stories of exemplary professionals. Students self-assessed their level of identity, buttressed their judgements with evidence from baseline essay, admissions essay, DIT results, etc., and prepared a learning plan. Eighty students provided insightful self-assessments on the first try. Those that did not presented problems for the educator whose role is to challenge students' assumptions, beliefs, or ways of knowing. Five kinds of reaction to the assignment are analysed and paired with developmentally appropriate feedback Anonymous perspectives on the course revealed versions of the view that 'the instructor/profession is imposing values' and 'they should be able to establish their own'. Implications for professional identity formation assessment and education are discussed. '

Fundamental Principles of Whole-school Moral Education Presenter: Marvin W. BERKOWITZ, University of Missouri-St. Louis, USA Research into a set of overlapping fields-moral education, character education, service learning, socialemotional learning, citizenship education, etc.-has led to the identification of a set of six core principles for transforming schools to foster moral development, broadly defined, in students. This model (PRIME-L) will be explained along with examples of each of the principles in successful implementation.

Situational Impact on Moral Judgement Presenter: Thomas BIENENGRABER, Duisburg-Essen University, Germany In a longitudinal study from 1994 to 2000 Klaus Beck and his co-workers found that, in contrast to Kohlberg's assumption of structured wholeness, individuals use their moral judgement competence according to some situational aspects. To identify these situational aspects the presenter has developed a 'theory of the situation'.

In this theory, he suggests six situational elements that are the basis for every individual construction of a situation. In this paper he presents a re-analysis of data from Beck's study in which was found some empirical evidence providing support for the theory of the situation.

Moral-self Constructs: Educational Implications Presenter: Tonia BOCK, University of St. Thomas, USA This paper is a critical analysis of four recently posited constructs of the moral self and their educational implications: moral centrality, moral self-unity, integrity and moral agency. Admittedly, theoretical and empirical work on moral-self constructs is still burgeoning; nonetheless, psychologists in this area have yet to discuss educational implications of their scholarship. The extension of their work to education is important, for it has the potential to suggest innovative moral education methods. In my paper, I briefly summarise each conceptualisation of the moral-self constructs, provide an integrative critical analysis of the constructs relevant to education, and conclude with an overall evaluation of the constructs' educational implications that speaks to the degree to which the constructs inspire unique moral education methods and strategies.

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Paper Abstracts

Qualitative Analysis of Conflicts and Resolution between Honesty and Traditional Values of Korean Students Presenter: Heesun CHANG, Seoul National University, South Korea This presentation will report on the early stages of research that I am currently conducting in Korea, where society is rapidly changing in the face of globalisation. I will also consider difficulties faced by this research.

The aim of this research is to analyse how conflicts between the Western notion of 'honesty' and traditional Korean values, based on Confucianism, vary relative to the age and gender of students and how the conflicts are resolved. The three main research questions being considered are: (1) What conflicts between the Western notion of honesty and traditional values are most frequently faced by Koreans, relative to age and gender?; (2) How are these conflicts commonly resolved, relative to age and gender?; (3) What factors promote, or, conversely, interfere with, the resolution of these conflicts? This investigation will consider the implications of the research findings for the cultivation of morality in Korea and moral education in Korean schools.

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Voluntary Work as a Strategy to Prepare Moral Education Teachers Presenter: Lee Hoon CHANG, Sultan Idris Education University, Malaysia This paper presents voluntary work as a teaching strategy for preparing student-teachers to teach moral education in schools. It describes the student-directed community service activities in which students grouped themselves into teams and engaged in independent planning and implementation of the voluntary work. These activities were conducted as part of the students' education professional course on teaching, technology and assessment. This research sought to determine how students plan and implement the activities as well as their reflections on whether their voluntary work experiences prepare them to be moral education teachers. The main sources of data were from group work reports and presentations in the class, and 40 individual written reflections based on 11 question-prompts. The findings indicated that learning experiences from voluntary work cultivate greater awareness of the students' own personal moral values, and provide opportunities for the students to independently organise and implement real community projects. The study has implications for the pedagogy in teacher education of moral education teachers.

An Exploration of Tolerance Education in America and its Implications for Education in Taiwan Presenter: Bei-Shian CHEN, Taipei University of Education, Taiwan With the coming of the global world and era, we may make contact with people from all over the world, so building an agreeable world is very important. Toleration is a social virtue and political principle. The concept of toleration means letting go, putting up with, and non-interference. The corresponding three categories of judgement are: activities we approve of; activities we do not approve of, but tolerate; activities we disapprove of and thus find intolerable. Tolerance education has become so important for Taiwan because of conflicts and diversity of backgrounds. Some situations should be resolved right away, and tolerance education has become a key model in seeking solutions. In this paper the author explores, by means of a documentary study, tolerance education¡in America and its implications for Taiwan.

Reflections on the Contemporary American Character Education Movement Based on Virtue Ethics Presenter: CHEN Haiqing, Shanghai University, P. R. China This paper analyses the elements which influence character education, from the perspective of virtue ethics and by analysing the content and practice of the contemporary American character education movement. This paper argues that virtue ethics is the ethical foundation of character education, while character education is a way of achieving personal virtue ethics. Therefore the moral community of character education should be constructed in order to realise the unification of personal virtue ethics and societal harmony. By means of theoretical analysis, this paper first examines the mode of thinking and value trend which are motivated by contemporary American character education; secondly, reflects on perceptions of character education; and lastly addresses the question how is it possible to educate traditional ethics in a modern society and enlighten Chinese moral education.

Confucian Moral Thoughts and their Implications for Modern Moral Education in China Presenter: CHEN Hao-bin, Nanjing Normal University, P.R. China China is known as having a cultural tradition emphasising moral education. In a sense, the history of education in ancient China was a moral education history of Confucian moral thought. In this the ideal of moral education was to cultivate virtue and human nature; the goal of moral education was to cultivate the moral self; the awareness of the moral self was to consider the benefit of others and to appreciate others not just oneself; and ethical behaviour was to abide by the manners of courtesy. In this paper I argue a modern moral educational

41

Paper Abstracts

system should be established with the characteristics of Chinese cultural traditions: (1) to regard 'virtue' as a person's inherent qualities, and focus on the spirit of the practice of'virtue'; (2) to regard cultivating the moral self as the highest stage of formation and development of moral character; (3) to link moral and ethical norms with daily life, 'life is moral education'; (4) to cultivate moral qualities according to the path of'moral behaviour, moral cognition, moral will, moral behaviour, moral self'.

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Living to Transcend Suffering with Nature and the World Presenter: Rosa Hong CHEN, Simon Fraser University, Canada To conceptualise moral education as 'living and learning to bear suffering' offers a humanistic vision for choices people make in the face of drastic threats to their existence. This essay proposes that bearing and transcending suffering-part of the human narrative-helps human beings to realise their ethical potential. Grounded in Eastern and Western metaphysics and ethics, I assess the human condition brought about by the 2008 earthquake disaster in China-in an attempt to come to terms with fundamental philosophical questions of existence and human values. While raising questions about how human beings are intrinsically interrelated to Nature and the world, this account is linked by a thread of humanism encompassing three important valuescaring, responsibility and free spirit. I conclude by suggesting that educating young people for the wisdom of suffering is to cultivate a humanistic morality. Ethical implications for ecology and moral education are considered.

School Administrators' Perceptions oftheir Role in the Implementation of Character Education in a Taiwanese Primary School Presenters: Yen-Hsin CHEN and Ming-Dih LIN, Chung Cheng University, Taiwan Character education should be implemented not only by schoolteachers buL also by school administrators. There are four administrative divisions-student affairs, academic affairs, general affairs and student counselling in Taiwanese schools. We report on a qualitative study, by means of interview and documentary analysis, of the administrative leaders in a primary school, in order to understand how, by following government policies, they implement character education to build an ethical school. The kinds of difficulties faced and responses are examined. The main findings of this study are: first, the ways of implementing character education in a school profoundly depend on the attitude of the school leaders; secondly, the school administrators face heavy work burdens and some difficulties communicating with their colleagues and parents; thirdly, ways of dealing with character education had great influence on administrators' efficiency because of political and non-professional factors. We consider the implications for moral education.

An International Study of a Life Education Lesson in two Elementary Schools in Taiwan and Japan Presenters: Yen-Hsin CHEN" and Kohtaro KAMIZON,Oh achung Cheng University, Taiwan; bNagasaki University, Japan A Japanese teacher taught a moral .lesson with the title 'Light of Hope', which focused on the mining accident in Chile in 2010, to two Grade 5 classes, both in Taiwan and Japan. The goal of this study was to understand the responses of pupils from different cultural backgrounds to the meaning of life, and in order to see the differences between pre- and post-tests using the association method by which students were asked to respond to the cue words 'to live'. Most pupils in both countries were inspired by the teacher's powerful demonstration of the importance of life. There were two main findings. First, the way of moral learning was different in each class culture. Taiwanese children learned more concretely while Japanese children learned more abstractly.

Secondly, the intention and words of the teacher were direct in Japan, but in Taiwan the concrete learning material was more impressive than the intention and words of the teacher.

A Situationist Lesson for Character Education: Re-Conceptualising the Inculcation of Virtues via the Notion of Converting Local Virtues to More Global Ones Presenter: Yi-Lin CHEN, Academia Sinica, Taiwan Inspired by the debate between situationism and virtue ethics about character, I argue that Doris's groundbreaking idea, 'local trait', offers a fresh insight into contemporary character education. Its positive variant, 'local virtue', signals an inescapable relay station of the gradual development of virtue, and serves as a promising point of departure for advanced growth. The idea of converting local virtues to more global ones is accordingly proposed to represent an empirically more realistic way of conceiving how to approach the ethical ideal of global virtues. It helps to direct our gaze to the intermediate developmental stages of virtue, which mark out a whole spectrum of virtues of varying degrees that fall short of full virtue. For that matter, this new notion works with the traditional Aristotelian account to provide a full account of how to undertake the age-old

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t"'aper Abstracts

educational business of the inculcation ofvirtues.

Mothers' and Adolescents' Views of Adolescent Disclosure: a Study of Relationships in Urban and Rural China

~arent-Adolescent

Presenter: Min CHEN-GADDINI, San Jose State University, USA This study examined potential differences between Chinese adolescents and their mothers, between urban and rural areas, and between single-child and multiple-children families, regarding their beliefs about parental authority and individual autonomy as reflected in their views of adolescent disclosure. Eighty five dyads of Grade 8 adolescents and their mothers from two distinct areas participated in this study. Structured interviews were conducted with each participant. Adolescent participants listed issues they would or would not discuss with their parents, and mother participants listed issues they thought their children would discuss with them or withhold from them. Also, each participant rated their sense of closeness regarding the parent-adolescent relationship, and described their perspectives on what child and parents should improve for an ideal parentadolescent relationship. The results showed how adolescents and their mothers view adolescents' disclosure similarly and differently, and demonstrated the social-cognitive domain patterns that exist across urban and rural areas.

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Application of Wu-Wei (Daoist) and Anatta (Buddhist) WorJdviews to 21st Century World Mora) Education Presenter: Avraham COHEN, City University of Seattle, Vancouver, Canada Current education practice in North America tends to encourage seeing otherness as disconnected from self.

Educational emphasis on competitive socialisation, outcome orientation and high stakes testing is frequently accompanied by stress and physical symptoms, and is complicitin normalisation of anomie, existential alienation and ill health. Such educational practice emerges from a worldview and ethos of atomistic individualism and self-interest. In this paper, individualism is critically examined from the perspective of Buddhist and Daoist worldviews, especially from the viewpoint of two signature concepts: anatta ('no-self' of Buddhism) and wuwei ('no-action' of Daoism), and a case is made for shifting from the individualist to more ecological and holistic worldviews. Anatta and wu-wei are used as background for cultivating ecological self and actions. An argument is made that such cultivation can be central to moral education in the 21st century.

An Integrative Account of Stage and Moral Action Presenter: Michael Lamport COMMONS, Harvard Medical School, USA Accounts of stage and moral action have not integrated behavioural, developmental and quantitative paradigms. This presentation integrates the three by using a mathematical model of value obtained from moral developmental action and from moral stage, as in the Model of Hierarchical Complexity. Both value and stage are necessary for determining moral actions. Each consists of a matrix. The Value matrix has a number of vectors. For humans, there are six Holland Code variables in the value vector. The second vector is the discounting-difference ratio between change in the overall value vector and change in time. The third vector is the change in differences in value over time, or risk. The second matrix is Stage, which measures performance in meeting difficulties produced by the order of hierarchical complexity of particular tasks. A mathematical account of the Value and the Stage matrices and their interaction terms are used to predict moral behaviour.

Does Attachment Shape Morality? A Review of Kohlberg and Diessner's Model Presenter: Kaye V. COOK, Gordon College, USA Kohl berg and Diessner proposed that attachments with others shape the moral self. Two earlier studies found limited support: for example, Garmon suggested that a relationship could be documented with continuous rather than categorical measurement of attachment. Nevertheless, a connection between attachment and morality appears theoretically defensible. In the current sample, in which highly religious participants completed surveys and interviews, attachment (measured continuously) predicted religiosity and religiosity predicted morality, but attachment did not predict morality. Further analyses demonstrated that religiosity mediated the relationship between attachment and morality. Thus, attachment predicted morality for those low in religiosity (e.g., high in Quest and low in Christian Orthodoxy and Religious Identity) but not for those high in religiosity. I suggest that the Kohl berg and Diessner model holds in some populations but that, for other populations, another model, for example, a dynamic relationship between religiosity and morality, sometimes better describes moral emergence.

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Paper Abstracts

Developing Moral Attitudes with Students with Emotional and Behavioural Difficulties through Profoundly Empathic Relationships: Possibilities and Limitations in School Settings

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Presenter: Bridget COOPER, University of Sunderland, UK An investigation of moral modelling in schools, based on psychological and neuro-scientific theories of moral development, used grounded theory analysis of interviews, lesson observations and field notes to examine the effect of empathic teachers on developing positive behaviour and learning specifically with children with emotional and behavioural difficulties. These students are at high risk of disaffection, low achievement and reduced self-esteem in school-all of which can impact on the learning and lives of others both in classrooms and beyond. The paper concludes that behaviour and learning can clearly be improved by empathic teachers in specific contexts but that general ~lassroom conditions in schools inhibit the profoundly empathic relationships needed for moral development, with substantial implications for longer term morality for these children, both in school and wider society. Policy makers and schools need to plan strategically to provide adequate support for such students at an early stage.

Educating for Critical Moral Consciousness: the Role of Authentic Communication in Stimulating Moral Development Presenter: Glen COTTEN, Xi'an Jiaotong-Liverpool University, P.R. China This paper shares findings of a case study of a moral education programme in a USA public high school designed to close the 'achievement gap' between academically disadvantaged and advantaged students by promoting understanding and authentic community between members of estranged racial/socio-economic groups. Qualitative data on the programme was collected during the 2005-06 academic year and analysed using Mustakova-Possardt's developmental theory of critical moral consciousness, as well as ideas of Paulo Freire and experiential educators. My study's findings underscore how experiences of what I term 'authentic communication', especially when focused on issues of moral concern to those communicating, can powerfully stimulate moral development. It further identifies several pedagogical factors apparently responsible for this effect including a problem-posing and experiential approach to learning, the influence of 'authentic moral authority', and facilitated reflection/dialogue in a 'safe' environment that, at the same time, encourages 'risk¡ taking'.

Moral Membership as Moral Formation: Shame and Moral Formation Presenter: John COVALESKIE, University of Oklahoma, USA In this paper I argue that shame is a morally formative emotion that indicates one's membership in a morally normative community. Democratic societies require moral citizens who are self-governing individually before they can be so collectively, and who share the social norms that define 'right'. Shame is the negative feeling we experience when we do something importantly in violation of the norms of our moral community. Moral education presumes the existence of moral communities where formation of conscience takes place, and it is this conscience that on occasion judges us to be shameworthy. To be a member of a normative community (vicious or virtuous) entails integrity within a set of moral norms, which we consider and affirm, reject or modify as we mature and continue moral growth. A pedagogy that fosters a proper sense of shame is not a curriculum of shaming, but a clear exemplification of moral norms.

On Becoming a Terrorist: Transformations of Personal and Moral Agency Presenter: Phyllis CURTIS-TWEED, Medgar Evers College of the City University of New York, USA Research on the psychology of terrorism indicates that, beyond commitment to causes or religious agenda, it is the bond between individuals in small groups that disposes individuals to commit themselves to perform terrorist acts. Prior to the development of this bond, transformative life events influence the individual's sense of human and moral agency and lay the groundwork for commitment to a terrorist cell or small group. In this paper, the author uses case studies to examine transformations in human agency and moral perspectivetaking as individuals become terrorists. The author reviews literature on the psychology of terrorism and presents a theory of agency development as a psychological approach that combines individual and social psychology to understand the personal development of terrorists. The author argues that an understanding of this phenomenon will contribute to efforts to cultivate morality by reducing the development of terrorist affiliations and inform the development of anti-terrorist strategies.

Tinkering with Nature: Enhancing Precursors of Moral Behaviour via Genetic Intervention Presenter: Doret DE RUYTER, VU University Amsterdam, The Neth~rlands With the progression of technical possibilities of genetic enhancement, a lively debate has started amongst (bio) ethicists, philosophers and jurists about the desirability of such practices. The enthusiasts tend to refer to the

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fact that the new technology provides opportunities in increasing children's well-being and human flourishing.

Surprisingly, not much attention has been given to the possibility of improving the moral quality of persons.

In this paper I want to focus on one of the many questions the new technology generates, namely, whether or not we should be enthusiastic about the prospect that one day we might be able to genetically manipulate human beings to be moral. While this does not diminish the necessity of moral education, since all empirical research into genetic influence shows that this amounts to a maximum of SO%, it might make the work of moral educators much easier. Is this something that should be welcomed?

Moral Beauty Presenter: Rhett DIESSNER; Co-author Ravi IYER, Lewis-Clark State College, USA Aristotle considered moral beauty to be the telos of the human virtues. Jonathan Haidt's research has focused attention on moral beauty's ability to elicit the moral emotion of elevation. Recent studies indicate that elevation causes a desire to not only become a better human being, but to behave pro-socially and perhaps altruistically. Thus, moral beauty is highly salient to moral education. The theoretical and research knowledge base related to the concept of moral beauty, as well as research findings (n=5,380) concerning moral beauty collected from YourMorals.org will be presented. Preliminary analyses indicate engagement with moral beauty is associated with Schwartz's value types of universalism, benevolence and spirituality; and has moderately high correlations with gratitude, forgiveness, empathic concern, moral identity and agreeableness. Engagement with moral beauty's relationship to Haidt's moral foundations theory will be explored.

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Examining Religion in a Life of Commitment to a Morally Controversial Cause Presenter: Sandra Lee DIXON, University of Denver, USA Anti-abortion protestors' long-term commitments raise two important questions for moral psychology. First, how does moral psychology elucidate lives dedicated to questionable moral activities? Second, how does religion figure in the protestors' moral lives? This paper interprets, without endorsing or condemning, activities of one such protestor. A short narrative of her life and moral commitment is reconstructed from field observations and iterative reading of transcripts of two, two-hour semi-structured interviews with the protestor. Analysis of the interviews and observations affirms that religion affects moral reasoning and that participation in religious groups supports moral stands. Nonetheless, the paper expands the cognitive and social approaches to religion in moral psychology by exposing tensions in the protestor's discourse and committed moral activities, as well as demonstrating how these tensions are inflamed and then mitigated by religious reasoning and communities.

A Structured Approach to Stimulating Graduate Students' Critical Thinking about Injustices in Global Health Presenter: Laura DUCKETT, University of Minnesota, USA New graduate students in the health sciences tend to overestimate the status of public health in the USA in contrast to that in other countries. They may believe that the USA has the best health care system in the world despite problems with health disparities, cost and access to care. Justice in Global Health is a learning module in a required ethics course in the Doctor of Nursing Practice Program at a large USA state university. The module, with web-based and in-class components, is intended to broaden students' understanding of global health issues. The module objectives are: (1) Apply concepts of justice to global health issues; (2) Evaluate the status of public health in the USA and selected other countries; (3) Evaluate global allocation of health care resources.

Teaching strategies and student learning activities will be described and illustrated. Themes found in student presentations and evaluative comments about the module will be presented.

Changes in Moral Attitudes of Female Educators in Further Education and Work-based Learning Presenter: Kate DUFFY, University of Sunderland, UK A narrow skill-based agenda drives the role of the educator in the further education sector in the UK. It creates tensions and dichotomies between what educators feel is good and right for their students and what they are able to do in practice. This research aims to show the experience of women's moral development as they follow a part-time degree as full time professional educators in the sector. Using auto-ethnography, the study draws upon co-constructed narratives between the university teacher and female students to illuminate the reality of their relationship in developing students' moral attitudes. The study has implications for the moral nature of the teacher educator's practice and the development of teachers within further education, suggesting that moral attitudes such as Lipman's notion of 'self-correction' are developed primarily through discourse and relationships between student and teacher.

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Justice Eco-ethics and Culture: a Theoretical Perspective Presenter: Lutz ECKENSBERGER, German Institute for International Educational Research, Germany Since the 1980s the presenter and his co-workers have worked on an application of moral judgement to environmental issues, which calls for an eco-ethics. The main problem of eco-ethics is how to include non human 'moral patients' (animals, plants and minerals) into ethical arguments. This problem is treated in Western philosophy by a distinction between 'two-pole ethics' (which refers to the relation between humans and humans) and 'three-pole ethics' (which includes human-human relations and with nature). Beyond that, a more detailed typology of ethics is proposed, which is primarily based upon the 'range of ethics' and upon different criteria for the inclusion of moral patients (anthropocentric, patho-centric, bio-centric and holistic ethics) . In a global dimension these types will be discussed from a cross-cultural perspective, where siinilar tensions exist in data on ethical development in indigenous backgrounds.

Justice in Eco-ethics: Some Empirical (Western) Data Presenter: Lutz ECKENSBERGER, German Institute for International Educational Research, Germany The traditional Kohlbergian ethic is anthropocentric. Arguments which imply consideration of animals as well are seen as immature. Some data are available to discuss this issue. Selected data from an exploratory study which primarily focussed on the development of methods will be presented. Four age groups (6-8 years; 10-13 years; 14-17 years; 24-27 years) were interviewed about a variety of scenarios (hunting animals; a modified Heinz dilemma [a dog is ill]; climbing plantvs. tree; monkey vs. moon rock in a space shuttle; saving an animalja man in a dangerous situation etc.). Some age-related trends will be (cautiously) presented. These go beyond the philosophical distinctions as well as beyond Kohl berg's concept of a justice ethic.

Fairness and the Cultivation of Moral Virtue in the Educational System: the Debilitating Role of University Entrance Exams in East Asia Presenter: David P. ERICSON, University of Hawai'i at Manoa, USA Nation-wide university entrance examinations are a central feature of the educational systems in China, Japan, Korea (ROK), and Taiwan. They are often promoted as the fairest way to distribute coveted student seats in the fierce competition for admission into the 'best' universities in East Asia. In this paper, I question the basic fairness of these entrance exams. I show how and why they favour socially advantaged groups over those who are disadvantaged in these societies. I further argue that not merely do they undermine the pursuit of educational excellence they also inhibit, rather than enhance, the cultivation of moral virtue in young people in these societies. Indeed, they promote the development of 'systemic' students who pursue high test scores as a ticket into the 'best' universities and subsequent wealth and status differences, rather than pursue true educational benefits for the cultivation of knowledge and understanding.

A Comparison of Feminist Care Ethics and Confucianism: Another Approach to Moral Education Presenters: FAN Weiwei and GU Kansheng, Southwest University of Finance and Economics, 'P.R. China An anxiety about moral education may be found in care ethics: diverse theories of moral education have deviated from the ideal of human being. People have forgotten what the nature of human life is because of the dissimulation in modern society. Traditional Confucianism corresponds to ethics in these fields. Confucian ren (1~) and feminist ethics of care take root in the un-contractual society, regard emotion as the foundation of morality, and pay attention to the method of teaching in accordance with aptitude. However, the issue is that care ethics based on a democratic society interacts with Confucianism grounded in a hierarchical society, moralising the nature of humankind in education. In this paper, we hope to supplement ignorance of human nature in moral education by comparative research, and by turning our attention to the caring of ourselves, others, nature and the world.

Moral Reasoning and Political Violence: the Legacy of Northern Irish Conflict Presenter: Neil FERGUSON, Liverpool Hope University, UK Employing Kohlbergian and neo-Kohlbergian approaches, the research explores the impact that living in a 'moral atmosphere' moulded by decades of political conflict and community division has on individual moral judgement. In particular, the possibility that exposure to political violence can delay individual moral reasoning was explored through comparisons between Northern Irish children, adolescents and adults with their counterparts in England, Scotland the Republic of Ireland and Nigeria. These comparisons were used to explore the relationship between the intensity of political violence and moral reasoning and whether the impact of political conflict would outlast the conflict and have continuing implications for moral reasoning in the postconflict society. The findings from these studies indicate that while there is an inverse relationship between the intensity of political violence and levels of individual moral reasoning, the negative impact of this violence does

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not outlast the conflict or generalise to those with limited exposure to the violence.

Gender Justice and School Education Presenter: Desheng GAO, Nanjing Normal University, P. R. China Gender justice includes three basic dimensions: gender equality, respect for difference and free choice. In reality, schools construct and reproduce the gender injustice of the social culture through multiple dimensions that include the visible and the invisible curriculum, and the teacher's behaviour. In terms of gender justice, the social culture and the school culture are like two separate 'circulations', but these two circulations are of the same inner structure. However, in pursuing the value of gender justice, we need to start from both of these two 'circulations' at the same time. As a self-conscious cultural institution, the school should recognise its own small circulation, and then pursue the realisation of gender justice by all possible means. Moreover, the more important contribution of the school is to help drive the larger transformation of gender justice in the social culture.

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Moral Education in Confucius's Virtue Ethics Presenter: GAO Guoxi, Fudan University, P. R. China Confucius's philosophy is very h'elpful for current moral education in China. I argue that it should not be ignored. First, it shows that moral education should not be instrumental but value rationality itself. The 'Way' is the principium, all things share and perform the Way and accomplish themselves; moral education is 'incarnating the Way and consummating the virtue'. To¡ be virtuous is not only a personal, private preference, but an expression of human nature. Secondly, it shows the role of the agent in moral education. The agent himself determines what kind of person to be. Confucius maintains that everyone could become a saintly sage.

Everyone should take responsibility for their choice. Thirdly, it shows moral education is not indoctrination of certain prohibitions or rules; in fact, it improves one's life to achieve an authentic humanity and to cultivate the consciousness of living a meaningful, worthwhile life. Moral education should make the agent feel happy and experience pleasure, not pain, when virtuous.

Theatre as Moral Education: Shakespeare's The Tempest in Two Cultures Presenters: Andrew GARROD ¡and Peter SUTORIS, Dartmouth College, USA Through an examination of two very different productions of Shakespeare's The Tempest mounted at Marshall Islands High School in the Central Pacific and in Mostar, Bosnia and Herzegovina, this paper explores the interaction between culture and moral education throug}:l dramatic engagement. The analysis focuses on how students draw from their real-life experiences to connect with the major themes of the play-in the case of the Marshall Islands influenced by a strong dependency on American aid and in the case of Bosnia and Herzegovina marked by recent war and on-going ethnic tension-to give life to the dramatic roles they enact. This paper draws on interviews with actors in both locations focused on their interpretation of the themes of vengeance vs. forgiveness and their assessment of the impact of role-taking, teamwork and individual responsibility on cultivation of morality.

A Reconstruction of Moral Maturity and Professionalism of Bachelor of Social Work Students in South Korea Presenters: Detlef GARZ, Poo Lum JONG, Hae Jin KIM and Soon-Won JUNG Johannes Gutenberg University Mainz, Germany This paper aims to interpret if and how one's stage of moral development influences the professional identity of students in a Bachelor of Social Work (BSW) programme in Korea. As preparatory social workers, BSW students have been educated to understand human beings, their needs and environments in psychosocial contexts so as to assist clients in solving their problems. In this helping process students should learn to make the best moral decision for clients based on professional knowledge, theories and skills as well as values and ethics of social work. A relationship between one's moral development status and professional identity formation is involved in this decision-making process. In addition, socio-cultural characteristics, such as a moral climate and Korean culture, might affect professional and the moral decision-making of Korean students. Using the narrative interview method of Fritz Schiitze three detailed interviews were conducted; Objective Hermeneutics. sensu Ulrich Oevermann will be applied to analyse data. The results of reconstructing data imply a way to develop a moral climate and to practise moral decision-making in the field of social work education.

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Why Might Moral Education in China Gain from More Explicit Attention to Religion?

Presenter: Brian GATES, University of Cumbria, UK t Making use of official government statistics, this paper will suggest that there is a common misperception in the West with regard to religious belief and practice within the People's Republic of China. Far from the predominant absence of religion, it is a visibly real strand of Chinese history and culture, both past and present.

This is most especially evident in the continuing influence of Confucian beliefs and values, but it is also there in the diversity of other religious traditions variously present across the provinces of China. It is not unusual whether in China or elsewhere in the world to approach moral education without making any reference to religion. This paper will consider whether that ignoring is helpful for society as a whole and the individuals within it. Might there be a greater advantage from providing both a moral critique of religions and a religious critique of morality?

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Moral Education: More Than Mere Curriculum Presenter: Dorothea HANCOCK, Queensland University of Technology, Australia This paper presents revised understandings about moral education arising out of a curriculum evaluation of the North American moral education programme, the Virtues Project, during an action-research case study in a Mongolian school. Key issues .a rose about the nature of moral education which drew me into closer examination of my assumptions as a Western moral educator, taking me beyond moral education literature into moral philosophy, feminist scholarship and applied ethics. Moral responses came to be better understood as being embedded within cultural and historical contexts. The moral negotiation and accountability between participants to enhance practice of traditional nomadic values showed an expressive-collaborative engagement within the school community. The programme's 'virtues language' strategy fostered interpersonal empathy demonstrating that teaching moral education is a relational practice. Reflecting on the interpretive, appreciative, appraising and transformative dimensions of the school's moral education engagement illumined the complex, comprehensive, and challenging nature of moral education.

Inhabiting Moral Agonism: Cosmopolitan Education as Moral Education Presenter: Matthew HAYDEN, Teachers College, Columbia University, USA Continued increases in the global intermingling of moral systems and perspectives in our daily lives create an imperative to forge new and better ways of discussing morality in educational contexts. Cosmopolitan education offers a way forward by recognising that inquiring into morality with other people requires dynamic engagement and openness to inclusive, collaborative deliberation through which how we talk about morality is at least as important as what we determine morality to be. By prioritising the inquiry into morality over moral belief and action, and by recognising our shared humanity and social _c onditions of existence, cosmopolitan moral education utilises processes described in discourse ethics and agonistic pluralism, inhabiting what I call moral agonism. Through moral agonism, cosmopolitan education becomes an inquiry into and about morality that is itself an embodiment of inclusive democratic and moral engagement that can produce moral dispositions.

Teachers' Perceptions of Thinking Skills: their Hesitations, Concerns, Confusions, Silencesand What is to Count as Moral Education?

Presenter: Berise HEASLY, Victoria University, Australia As a result of a comprehensive questionnaire on teachers' perceptions on how they teach thinking skills, their hesitations, concerns, confusions and silences emerge on teaching about virtues, values and ethics. As a consequence, and starting from John Wilson's early Moral Components List, I offer teaching instruments which have been trialled in my senior secondary classes in the last ten years: Heasly Six Steps of Decision-making and Heasly HUG/BUG. These instruments have resulted in successful student use for decision-making about careers, about constructing their quality of life in a moral setting, and in the eschatological speculations that accompany an individual's search for meaning, whether secular or religious in texture.

What Happened to Development as the Aim of Education?

Presenter: Ann HIGGINS-D'ALESSANDRO, Fordham University, USA Lawrence Kohlberg argued that long-term development is the aim of education, a radical position that is still seldom seriously considered in Western-style schooling. Two aspects of Kohlberg's vision for schools have become popular: various kinds of pro-social education, and interventions to create positive school climates.

Unrecognised is that Kohlberg defined moral education and school climate improvement in terms of their alignment with long-term developmental goals. The moral focus and democratic processes were means to longterm, idealised ends. To actualise this vision means not only that long-term developmental goals suggesting

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maturity need to be multifaceted, and contextually and historically defined for each school, region, and nation, but also that there must be a shift from the current focus, especially in the USA, on only short-term goals and immediate outcomes. While the science of educational evaluation has positive aspects, I will focus on its downside, what I call the scienticising of pro-social education-valuing empiricism to the neglect of normative issues underlying lifelong development.

The Role of Teacher Factors in the Relationship between a Character Education Intervention and School Culture Presenter: Ann HIGGINS-D'ALESSANDRO; Co-author: GUO Ping, Fordham University, USA School culture has been demonstrated to be associated with student outcomes. In the Caring School Inclusion Project (CSIP), the character education intervention influences student outcomes by improving school culture.

It is important to understand the role of teacher factors, which refer to characteristics of teachers and factors of their working environment, as they affect the relationship between an intervention and school culture. Two factors 'teaching beliefs and efficacy for character education' and 'teachers' multiple roles' were identified to be mediators. Moreover, the factor of 'teaching beliefs and efficacy for character education' fully mediated the relationship between intervention and school culture; while the factor of 'teachers' multiple roles' partially mediated the relationship between intervention and 'teaching beliefs and efficacy for character education'. This study furthered the understanding of the dynamics of teachers' intervention delivery when teacher training is the one and only means.

Congruency and Determinants of Teacher and Student Views of School Culture Presenter: Ann HIGGINS-D'ALESSANDRO; Co-author: Arnond SAKWORAWICH, Fordham University, USA We know little about how teachers and students view school culture and the impact of their perceptions on student outcomes; however, prior research shows that students' views of school culture often mediate an intervention's impact on student outcomes-pro-social behaviour, character-building behaviour, empathy and interpersonal skills. This paper examined congruency between teachers' and students' perceptions of school culture using variance component analysis (VCA) and hierarchical linear modelling (HLM) and assessed multiple determinants of students' views of school culture using HLM. Data were from 12 USA middle schools participating in a Community of Caring intervention in 2010, when schools had one, two, or three years of intervention. While there was little congruence, teachers' perceptions of school culture influenced students' views, as well as their involvement in the intervention in complex ways. Implications for teacher training and enhancing student involvement while launching interventions are discussed.

Cultural Awareness: but I'm the Normal One! Presenter: Shawn HOLMES, North Carolina State University, USA Ethical sensitivity in teacher education involves recognising verbal and non-verbal behaviour, identifying needs and wants of others, predicting reactions to help, and responding with appropriate concern. These perspectivetaking abilities are necessary to effectively work with other cultural and socioeconomic groups. Inherent in ethical sensitivity is an awareness of one's own cultural values that are linked to the expectations of other's behaviour. A three-part assignment was given to 14 pre-service science teachers to reflect on their cultural self-awareness by analysing unexpected behaviour of others. This type of analysis links 'normal' cultural values to perspective-taking. Qualitative analysis indicated most participants were unaware of their own cultural framework, its influence on their expectations of other's behaviour, and how they would teach those who are culturally different from them. Findings indicate most had moved toward acknowledging their personal cultural values linked to professional behaviour and accepting a broader understanding of culture.

The Challenges of Modernity Confronting the Family and its Moral Responses Presenter: HOU Jingjing, Nanjing Normal University, P.R. China Because the public and private spheres have a certain degree ofisomorphicrelation, the moral anomie confronting China's society in its modern transformation is also reflected in the family and may be strengthened by family education. Family education can react positively with the public domain via three paths-care, democracy and wisdom. Family care should pay attention to children's real needs in the present and for the future, including self-care, autonomy, leaning to care. Democracy can be practised in families, mainly by respecting children's subjectivity, diversity, dignity and the right to make choices. In the cultivation of moral wisdom, attention should be paid to the contextual, reflective, practical characteristics of wisdom. Family education promoting children's good character helps tackle moral apathy with caring, promote harmony with democracy and equality and prevent obedience to moral anomie with wise deliberation, so that society can accelerate the transformation to mature modernity with lower cost.

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David Carr's Virtue Ethics and its Implications for Teacher Professional Ethics Presenter: Liang Wei HSIEH, Chung Cheng University, Taiwan This paper argues from aspects of David Carr's virtue ethics, that teachers should possess theoretical educational knowledge and moral character so that they can make moral judgements in teaching. These aspects of a teacher's moral virtue might be cultivated in a course of ethics in teacher education. The main purpose of this philosophical study is to explore Carr's virtue ethics and its implications for teacher professional ethics. Initial criticisms come from two perspectives: the significance of cognition in moral virtue and the imprecision of justification of human flourishing. Initial analysis suggests, first, that teacher education should teach subjects with regard to educational theory, humanities and arts. Second, the cultivation of teachers' moral virtue should be focused on moral character and moral cognition. Third, teachers should cultivate phronesis in teaching.

Finally, the relationship between teacher and student should be constructed positively and with care.

Morality, Individuals and the State in Educational Thinking: Durkheim's Dialogue with Theories in the 18th & 19th Centuries Presenter: Felix Chun HUANG, Taiwan Ocean University, Taiwan This study focuses on Durkheim's sociological theory of moral education. Durkheim distinguishes education from pedagogy. The former refers to socialisation as a social fact of his sociology, the latter a critique of education.

Yet we doubt if pedagogy is influenced by the science of education. Can judgements of fact an9 those of value be unified as Durkheim wished? The answer is related to the criticisms he makes of Kant's and Spencer's views of morality. Durkheim asserts that modern states support the growth of moral individualism in-a dialectical way.

The relationship between individuals and a society underlines a process from homogeneity to heterogeneity.

Durkheim presents so-called moral individualism as a solution to the difficulties of the individualism assumed in theories of social contract. Durkheim's concept of the sacred and the 'cult of individual' is the background to his solution. This project will try to analyse all the above points by closely studying Durkheim's related texts.

Teachers' Excellence through the Lens of Foucault's Ethics Presenters: Hua HUANG and Sou Kuan VONG, University of Macau, P.R. China Research on teaching is dominated by a rational model, emphasising cognition and technologies during classroom teaching. However, successful teaching has to incorporate the emotional dynamics and ethical character of the teacher's experience. We draw on the theoretical work of Michel Foucault, to argue for the notion that teachers' excellence is more a moral or ethical struggle than a matter of technical skill or strategies.

It involves cultivation of their ethical selves through a range of emotion-related self-reflective practices. With reference to an interview with an 'excellent' primary teacher in a rural school, we demonstrate that emotions served as a sort of catalyst for teachers to engage in deep self-reflection, which turned out to be a force that drove them to practise their ethical selves as 'an art of work' and pushed them to develop their excellence at three levels (individual, school and community). We highlight the implications for teacher education and an alternative approach to interpret and cultivate professional ethics.

Confucianism as Philosophical Foundation of Contemporary Character Education-a Perspective of Virtue Ethics Presenter: Anthony H. HWANG, Central University, Taiwan In this paper, the author tries to reconstruct a systematic theory of traditional Confucianism from the perspective of virtue ethics, and to explore the possibility and appropriateness of this virtue-based Confucianism as the philosophical foundation of contemporary character education. The main theme of this article is to point out that both Confucianism and virtue ethics share something in common, and both are equally superior to serve as the foundation of character education rather than an ethics of duty.

Cosmic Modesty-Integrating Morality, Nature and The World Presenter: Nobumichi IWASA, Reitaku University, Japan We human beings are nothing but one phenomenon on this earth, living together with other animate beings in an interdependent relationship. This global network of interdependence, in which we are just one member of the whole system, requires us to have a sense of cosmic modesty-an understanding that our life is made possible by the very special condition of the earth in this universe-and to have respect for all other living beings. However, we are not necessarily free from selfishness, pursuing our own interests and satisfaction while paying little attention to other factors and situations in the rest of the world. This is the major underlying factor of almost all the problems we are facing today. In this context how we can become deeply aware of this tendency for self-centredness and try to overcome it? This will be discussed by focusing on a certain aspect of the ecosystem.

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Bridging the Gap between Science and the Humanities through Moral Education Presenters: Changwoo JEONGâ&#x20AC;˘ and Hye Min HANh â&#x20AC;˘Seoul National University, South Korea; hStanford University, USA Co-author: Sung Choon PARK There has been a deep chasm between the natural and physical sciences, social sciences and the humanities since the beginning of specialisation among various fields. Charles Percy Snow, an eminent British scientist and author, articulated how, in modern society, the breakdown of communication between the 'two cultures'the culture of science and that of the humanities-hindered understanding and addressing pressing public issues. In order to seek a way of integrating science and humanities (especially ethics), we suggest that moral education needs to teach not only an understanding of moral dimensions of science and technology, but also fundamentals of ethics and values relevantto current socio-scientific issues and decision-making in the realm of science and technology. In addition, in this paper special attention is given to the development work regarding types of activity that form a bridge between scientific and humanities disciplines.

College Subject Teachers as Youth Purpose Instructors and Inspirers: a Study in Chinese Social Context Presenter: JIANG Fei, Northeast Normal University, P.R. China and Stanford University, USA The study of youth purpose has received global attention very recently. Studies in this field all agree on the role schools and teachers play in facilitating students building a sense of life purpose. This paper examines college subject teachers' competence in fostering purpose in the Chinese social context. Forty-eight Chinese college teachers and 209 college stvdents who were diverse in socioeconomic status, age, professional title, discipline background and academic achievement were surveyed. Multivariate regression was used in the analysis of the data. Results showed inconsistency between teachers' self-evaluation and students' evaluation on teachers' competence in fostering purpose, the disciplinary distinctions of teachers' competence in fostering purpose and the support of the significance of teachers' competence in fostering purpose. This research provides guidelines for teachers' classroom instructions in fostering purpose and implies the significance of improving teachers' competence in fostering purpose in teacher education.

The Moral Dilemma of School in Our Time Presenter: Kyung Hwa JUNG, Teachers College, Columbia University, USA The dramatic increase of students' deviation at school, ranging from comparatively trivial misbehaviour to brutal violence, has reached the point that schooling itself is at stake. This problem in schools suggests that a more fundamental consideration of the circumstance of schooling is required. Henri Bergson and Friedrich Nietzsche provide helpful conceptual ground work, arguing that there are two different kinds of morality: one is for the stability of the existing order of society; the other, for the creation of new orders. By its nature, schooling is a peculiar practice to deal with the tension of two moralities. It aims to perpetuate the existing society, while at the same time cultivating students' ability to create a better society. It is critical to find a balance in these dual aims, but in the contemporary circumstances the delicate balance of schooling is severely disturbed. This presentation seeks to explore implications about the moral dilemma of school today.

Cultivating Morality in High School Students through Competence in Moral Thinking: Universality and Uniqueness of Japanese Moral Education Presenter: Yoshiro KANEMATSU, Naruto University of Education, Japan This paper reports findings from a study aiming to clarify the universality and uniqueness of Japanese moral education in senior high schools by focusing on competence in moral thinking. The study asked: (1) How should secondary school moral education be structured toward its objectives?; (2) How can teachers increase the effectiveness of moral thinking in order to improve students' moral behaviour?; (3) How should teachers engage students in 'Ethics' in order to stimulate students' moral thinking? The research involved a student survey, investigative visits to high schools and discussions among teachers. The findings were: (1) Moral education needs core time and integration with all the school's educational activities; (2) It is important to enhance students' ability to think autonomously and to stimulate their social independence; (3) Civics teachers should construct the content of 'Ethics' in order to develop students' capabilities to analyse their lives critically, to form judgements about their future lives independently and to share their opinions collaboratively.

Developing Judgements of Loyalty among Bosnian-Croats Presenter: Adam KAY; Co-authors: Darko HREN and W. Wade ISLAN, Dartmouth College, USA Moral cognition includes at least three processes: intuitions, reasoning and cognitive control. These processes appear to interact in shaping the adult moral domain. To enrich a cultural-developmental account of these

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processes, we examined 90 10-25 year-old Bosnian-Croats' judgements towards in-group loyalty. Participants completed a questionnaire that assessed whether their orientations towards group loyalty are indeed 'moralised'. Secondly, participants took a child-friendly version of the Implicit Association Test in order to examine the relations between intuitions and 'moral' judgements of group loyalty. Thirdly, they completed an inventory that assesses meta-cognitive dispositions in order to examine their tendencies to 'control' intuitions.

We expected that (a) a majority will moralise their loyalty judgements; (b) moral judgements and loyalty intuitions will be related; (c) meta-cognitive dispositions develop throughout adolescence and help explain variations in judgements. We present and discuss our findings.

Reframing the Pedagogy of Moral Education: a Dynamic Systems Approach Presen'ter: Minkang KIM, University of Sydney, Australia The aim of the current presentation is to apply Dynamic Systems Theory (DST) to moral education, moving beyond constructivism and the language of cognitivism, with its emphasis on linear stages and mental schemas.

A dynamics approach views learning, whether individually or in groups, as a process of non-linear emergent self-organisation, involving interplay between perception and action and strongly influenced by emotion.

Moreover, DST is consistent with current accounts of brain plasticity. This approach to moral development, it is argued, provides a stronger conceptual basis for understanding moral learning and hence the teaching of moral education. For example, teachers are ¡able to appreciate the variability displayed by children in articulating their moral views, and teachers employing DST are made much more sensitive to the influence that a child's history and her current situation makes to a particular judgement at any given time.

The Value in Assessing Moral Education: Aligning Institutional Mission with Practice Presenter: Elizabeth KIRK MATTEO, Alvernia University, USA Institutions of higher education whose mission statements promise moral education have a responsibility to assess if their students perceive the mission being carried out at the institution. The study presented here examined the relationship between undergraduate students' perceptions of their university's mission and their motivation to engage in mission-driven activities. A sample of undergraduate students (n=577) at a small Catholic, Franciscan, liberal arts university completed a survey that included: demographic information, an adapted version of the DePaul Mission and Values Inventory, the Community Service Self-Efficacy Scale and the School Sense of Community Scale. The data revealed statistically significant correlations among students' perceptions of their university's values and identity, students: sense of belongingness at the institution and students' confidence in their ability to carry out mission-related activities, such as service and civic engagement.

The discussion emphasises the importance of assessment in moral education.

Remembering Your (lm)Moral Past: Conflict, Consistency and the Moral Self Presenter: Tobias KRETTENAUER; Co-author: Maureen MOSLEH, Wilfrid Laurier University, Canada The study reported here investigated individuals' autobiographical memories about their past (im)moral behaviour. One hundred and thirty one participants from three different age periods (adolescence, emerging adulthood, adulthood) were interviewed about various types of events that either cast a favourable or an unfavourable light on the self (e.g. having done something morally wrong and not feeling bad about it, having done something good and feeling good about it). In addition, a measure of moral identity was employed. Results demonstrated that older participants as well as participants with a stronger moral identity drew stronger connections between their current self and past behaviour. This was true for both moral and immoral actions.

Moreover, individuals with a stronger moral identity more often felt that both moral and immoral actions emanated from a coherent self. Taken together, the findings indicate that remembering one's own (im)moral past is a function of both narrative development and moral identity.

Positive Psychology's Programme of Virtue Education: an Evaluation Presenter: Kristjan KRISTJANSSON, University of Iceland, Iceland In 2 004, the influential movement of positive psychology (officially launched in 2000) turned virtue theoreticalstarting to pursue the 'social science equivalent of virtue ethics'. The aim was no less than the Aristotle-inspired one of reclaiming 'the study of character and virtue as legitimate topics of psychological inquiry and informed societal discourse'; and, subsequently, to offer a systematic programme of virtue education for the young. In this paper, I describe this project and explore its theoretical and empirical underpinnings. I focus specifically on the proposed educational interventions and conclude by offering a general evaluation of the project's current standing. Although there is much to admire in positive psychology's retrieval of the Aristotelian ideas of the universality of the virtues and the empirical link between virtuous living and happiness, the paper pinpoints various weaknesses in the ongoing project.

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Paper Abstracts

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Moral Issues in Doing Philosophical Research with Children as Co-researchers Presenter: Judy A. KYLE, Montreal, Canada What was it like to conduct a doctoral research investigation into philosophical discussion with primary school Philosophy for Children students as co-researchers? Bringing my students' philosophical expertise together with my doctoral interest in the use of qualitative research methodologies, two of the questions I examined in my dissertation subtitled, A Case Story of Doing Educative Research Using Collaborative Philosophical Inquiry were: (1) how and whether children can participate in research as research 'agents' (co-researchers) as contrasted with research 'subjects' (researched); and 2) how and whether 'to do philosophy' can be 'to do research'. From an adult teacher-researcher perspe{;tive, and in moral terms, after briefly describing the project, I reflect on what it was like to venture beyond Philosophy for Children to do co-research with my students, I talk about how my co-researchers' engagement in philosophical co-research produced moments of 'Sigma amazement' and I recall some of our conceptual 'tentative conclusions'.

Curriculum Design for Moral and Religious Education: Integrating the Christian Tradition and Chinese Culture Presenters: Paul Wai-Keen LAUa and Francis Nai-Kwok CHANh "Hong Kong International Institute of Educational Leadership, P. R. China and hCatholic Education Office, Hong Kong, P. R. China In this paper, we describe the crucial curriculum design tasks of recent years, following the Moral and Religious Curriculum Framework formulated by the Catholic Education Office of the Catholic Hong Kong Diocese in 2006.

We explore the implications of the curriculum on the teaching and learning of Moral and Religious Education in Hong Kong's Diocesan Catholic primary schools. A major investigation explored issues faced by curriculum developers in their instructional design of integrating both the Christian tradition and Chinese moral culture, for implementation. In particular, in this paper we examine their strategies in integrating both the Christian tradition and Chinese moral culture in the design processes. We also focus on examining the curriculum processes in the development of teaching and learning materials for Primary One pupils, especially in identifying pedagogy that could engage child:en and empower them in the search of truth and inter-connectivity.

A Measure of Moral Judgement of Construction Professionals in Decision-Making: Developing the Construction-Specific Moral Judgement Test Presenter: On Kay Angel LAW; Co-author: Linda C. N. FAN, Hong Kong Polytechnic University, P.R. China Moral judgement in the professions has received increasing attention by researchers and practitioners across various industries. A new instrument, the Construction-specific Moral Judgement Test (CMT), is being developed to assess the moral judgement of construction professionals dealing with the myriad of ethical dilemmas likely to be faced in professional practices. 'Intermediate concepts' (!Cs) of the neo-Kohlbergian model have been adopted as the framework to develop the CMT. This paper reports the design and development of the CMT which uses case-study scenarios specific to the construction field. The expert panels are being invited to evaluate the !Cs scenarios and develop the scoring key. The reliability and validity of the instrument will be assessed in a sample of practitioners in the construction industry. It is expected that the outcome of this study can provide rich insights about how construction professionals make decisions and their cognitive moral capacity.

Character Education at a Crossroads in Taiwan: Conceptual Clarification and Practical Implementation Presenter: Eric Feng-Jihu LEE, Chung Cheng University, Taiwan In 2001 traditional moral education courses were removed from Taiwan's National Curriculum. However, the government met many challenges from educational theorists, school teachers and parents, who called this new curriculum a 'moral-free' curriculum and argued that it would destroy the new generation's moral literacy.

Three years later, in 2004, Taiwan's government enacted a 'Character Education Promoting Programme' (CEEP).

CEEP claims to cultivate students' traits of knowing the good, loving the good and doing the good. This CEPP, however, was copied directly from America's character education provision, developed since the 1980s, and disregarded Taiwan's own historical background, cultural tradition and social-economic structures. Through historical research and theoretical analysis, this presentation will examine CEPP in some detail, criticise its theoretical weakness and point out its practical shortcomings. It will also recommend some necessary ways to lead CEEP away from the current crossroads.

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Paper Abstracts

Moral Thought and Behaviour ofJuvenile Delinquents in South Korea Presenters: Hyo Seon LEE and Yeunsuk RYU, Kangnam University, South Korea The purpose of the study reported here is to understand what makes juvenile delinquents 'choose' their behaviour in morally conflicting situations. We used the Real Life Interview developed by Tappan, which allows the interviewees to indicate their choice in moral dilemma situations. We then analysed the interviews using Oevermann's Objective Hermeneutics in order to examine the latent structures of the chosen behaviour. We analysed the responses of six juvenile delinquents under protective supervision. The results were as follows.

First, juvenile delinquents chose self-centred behaviour, according to their emotion and desire. Secondly, they are more drawn to the unity and the stability of the peer group. Thirdly, they have conventional ethical ideas.

They defined morality through relations and accepted it as a conventional concept. Juvenile delinquents should have more opportunities not only for their ethical development as individuals but also for interaction with others in ethical environments such as Just Communities.

Gender Equality Education in Taiwan: Issues and Implications from the Perspective of Western Liberal Feminism Presenter: Pei-Yu LEE, Taiwan University, Taiwan Gender equality refers to equality between men and women; in addition, it has implications for respecting homosexuality. Gender equality includes aspects of physiology and psychology. In Taiwan, Gender Equality Education is one of the major issues in the recent educational reform movement and has become one of six issues in the Grade 1-9 curriculum. This paper will discuss gender equality issues in Taiwan and its implications for gender equality education based on the liberal feminist point of view by means of literacy analysis. First of all, the author will define the meaning of gender equality. Secondly, the history and background of gender relationship situations in Taiwan are discussed. The liberal feminist concept is introduced, the implications for gender equality education considered and some suggestions made for educators.

A Day in the Life of Resilient Migrant Chinese Adolescents Presenter: Chun LIâ&#x20AC;˘; Co-authors: Catherine Ann CAMERONb and Cindy LAUb â&#x20AC;˘Shandong Normal University, P.R. China; bUniversity of British Columbia, Canada This socio-ecological study of resilient migrant youth investigates sources of strength of impoverished Chinese teenagers who had relocated from the countryside to city dwelling. Two case studies will be reported. Jing Tian was 15 years old when first interviewed. She lived with her parents and one younger brother in a oneroom apartment. Bing Ma, aged 14 years, lived with his mother and an older sister in similarly constrained circumstances. Research methodologies employed inducted filming a full Day in their Lives (DITL); iterative interviews respecting the youths' perspectives on their own well being and reflections on the filmed Day; and photo elicitations. Jing Tian demonstrated in many ways during interviews, in her filmed Day and with her photographs her belief that her successes in life depend upon her applying herself academically. Bing Ma similarly showed devotion to a goal of winning a Nobel science prize by dint of academic dedication.

Rethinking Eco-centric Ethical Reasoning in the Environmental Age Presenter: Hueyli LI, University of Akron, USA In this paper, I examine Aldo Leopold's land ethic and Arne Naess's deep ecology, which represent concerted efforts to recognise the intrinsic values of nature. I point out that the recognition of both the intrinsic values and the instrumental values of nature can commit us to solving ecological problems. Beyond such a pragmatic concern, I further argue that non-anthropocentric moral reasoning derives from human-centred ethical traditions. Hence, human morality need not be confined to inter-human affairs and our concerns for moral inclusion or exclusion can be related to a cultivation of human moral virtue.

Moral Development in a Confucian Conception Presenter: LI Maosen, Renmin University of China, P. R. China The conception of moral development in The Analects of Confucius is tracked in this paper by two frameworks.

One is Confucius's statement of his personal development in that he set his mind on learning at fifteen, established himself by knowing the rituals at thirty, got through with any puzzles at forty, understood the most universal and essential principle (destiny) at fifty, attained discernment at sixty, and reached freedom of thinking at seventy. These six critical points divide the developmental stages by age. The other framework may be found in the early Confucian understanding of moral development in a sequence such as mean man (Xiaoren), gentleman Uunzi), full man (Chengren) and holyman (Shanren). I argue in this paper that Confucian tradition lays much stress on moral practice and its development through learning and instruction, and advocates a proper ethical (including social and political) environment for role-centred moral development.

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Paper Abstracts

Laozi's Thinking on Moral Education and its Inspiration for Human Beings, Nature and the World Presenter: LI Tianxing; Co-authors: FANG Yiyuan and DENG Jun, Southwest University of Finance and Economics, P.R. China Laozi was one of the most brilliant philosophers in China, whose thinking on moral education in the Tao Te Ching has become widely known and has had profound significance for people's attitudes and way of life.

This paper elaborates Laozi's thinking on moral education as an inspiration for human beings, nature and the world in the contemporary context. The first section reviews the status of Chinese and worldwide research on Laozi's moral education thinking. The second section introduces some background to Laozi and his only book, Tao Te Ching, to establish a better understanding of his moral education principles. Section three explores the main thoughts of Laozi, including 'acting without striving', 'honest and trusted speaking', 'inactivity', and so on.

The last section proposes that Laozi's inspiration for modern life is that people should keep peaceful hearts, promote harmonious relationships between human beings, and develop harmonious coexistence between human beings and nature.

The Ups and Downs of Citizenship Education in China in the First Half of the 20th Century Presenter: LI Yihong, Peking University, P. R. China In the first half of the 20th century in China, there were ups and downs in the process of citizenship education.

In order to save the nation, China imported Western ideas and went through a momentous phase of citizenship education in the hope of developing the national character. Some Chinese scholars published translated texts of Western citizenship education and established schools to practise citizenship education. The Young Men's Christian Association promoted citizenship educ'ation. However in the 1940s, Chinese citizenship education gradually declined, for at least two reasons. The first, most important and direct reason was the effect of war.

The War of Resistance against Japan and the Civil War in China made it nearly impossible to carry out civic education. The second reason was that Chinese feudal political culture, which emphasised human sentiment and a strict social ranking system, had had a sustained influence on people. There lacked a concept of law and order, which was under-developed. This resulted in a dependent personality trait within the nation and hence the practice and the results of citizenship education were limited.

Science, Intelligence and Life-Dewey's Thoughts on the Ethics of Science and their Significance for.Moral Education Presenter: LI Zhi-qiang, North China University of Technology, P.R. China The ethics of science are an important part in Dewey's moral thoughts, and also an important source of his thoughts on moral education. Dewey maintained science and morality should not be separated, because their shared aims are to realise human beings' liberty. So he took the relation between science and morality as the central issue of philosophy. To unify science and morality, it is necessary to overcome the dualism of traditional philosophy and to cultivate the intellectual method of scientific experiment in daily life. The essence of Dewey's cultivation of the intellectual method is to take moral questions as some circumstances that can be used for analysis by scientific method. These two aspects comprise the important content of intelligence training in Dewey's thoughts on moral education. The essence of Dewey's work is to emphasise the scientific spirit of intelligence, which gives meaning and significance to moral theories and moral education.

A Critical Review of the Moral Ecology Crisis in China: Problems and Solutions Presenters: LIN Binâ&#x20AC;˘ and YANG Chaoh â&#x20AC;˘sun Yat-sen University, P.R. China; hSouth China University of Technology, P.R. China It is widely acknowledged that China, after having implemented the reform and opening up policy foJ: over 30 years, has made great progress in economic development during the transition from the planned economy to market economy; and China has become richer, more powerful and more influential in the world than ever before. However, when considering the fact that China today is now facing a serious moral and spiritual crisis, we can never feel relieved. This paper attempts to make a critical review of the moral ecology crisis in China and to offer an ecological approach to moral cultivation. Drawing on a study that investigated the antidotes available to the moral crisis, this paper analyses those antidotes, and claims that they are not effective in coping with the moral ecology crisis. An ecological approach to moral cultivation should be encouraged so that a healthy moral ecology system can be established.

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Paper Abstracts

Moral Grounds for Educating an Artistically Talented Child with Autism Presenter: Jen-Chieh LIN, Taiwan Normal University, Taiwan This paper considers several modern moral issues with respect to autism: how to understand a child with autism who is artistically talented; how to balance educational demands of equity and excellence; how to design appropriate methods and tools to identify such a child; and how to support and satisfy his special needs in his family, school and community. A 17 -year case study, helping and observing an autistic child and interviewing his mother, provides some findings and suggestions for educating an artistically talented child with autism.

Values and Leadership: an Exploratory Study of School Principals in China Presenter: Ying LIN"; Co-author: John PISAPIN â&#x20AC;˘China Executive Leadership Academy, P. R. China; bFlorida Atlantic University, USA Value-based leadership was developed by Robert J. House. This paper explores the link between values and leadership of principals in the Chinese context, to (1} determine the core values of school principals; (2) determine if values influence leadership actions of school principals; and (3) determine what values are linked with leadership of the school principals. The study was conducted with a sample of 106 school principals from 27 provinces of China in 2010. Their values were detected by the Chinese Value Instrument (CVI) developed

by Yu et a!. Leadership was measured by the Strategic Leadership Questionnaire (SLQ), developed by John Pisapia, which measures the use of managing, transforming, bonding, bridging and bartering actions by leaders.

Findings indicate that the values of achievement and power, benevolence and honesty, and stability are related to the leadership of principals.

Moral Competence, Brain and Dysfunctional Behaviour Presenter: Georg LIND, University of Konstanz, Germany Modern psycho-psychical brain research not only enables us to cross-validate research findings on the nature and importance of moral 'c ompetence but also opens new avenues of research~ Starting out from the seminal fMRT study by Prehn eta!., and other studies using the experimentally designed Moral Judgement Test, this presentation forwards an integrated model of moral functioning, from which testable hypotheses can be delineated, especially hypotheses concerning the relevance of moral competence for the prevention of drug addiction and criminal behaviour.

Heroes, Life and Morality: Pondering on the Values of Life Presenter: LIU Cilin, Shanghai Normal University, P.R. China Chinese Confucian tradition was morally oriented; the Communist leadership shifted it to a political orientation.

But they shared in making light of life. Confucianism encouraged sacrifice of life for morality, Communism for politics. Since China opened up to the world and the government adjusted its attention to material production, Chinese people's values have become confused. The values of life are getting increasing recognition since the idea of life education was launched in the 1990s. But this has also led, controversially, to an extreme position when some researchers say heroes who gave up their Jives are all questionable. School moral education is facing a dilemma as to whether stories about heroes in textbooks should be kept or deleted. This paper claims that ought to do is based on being able to do, that what you are tells what you should do. These are two rules to distinguish educational values about heroes so that we can settle the dispute between traditional social moralities, Communist political stands and personal lives.

Why Are They So Angry? Why Do They Joke? Talking to Teachers about War-affected Youth Presenter: Alice LoCICERO, Simmons College, USA In recent discussions with dedicated teachers whose students included many who were directly affected by war, two questions arose. The teachers themselves were puzzled and had not been able to come up with any hypotheses that made sense to them in relation to these questions. They understood perfectly why the children should be sad, grief-stricken, withdrawn, worried and fearful. But they did not understand why so many of the children were disruptive, defiant, threatening, angry and disobedient. Further, they did not understand why the children joked, sometimes about gruesome subject matter. These questions Jed into a discussion that brought to light the complexities of taking on the role of mentor, teacher and guide to children whose life experiences and world view were shaped by immersion in violence. This discussion led to a series of hypotheses about the children's behaviour and outlooks and realistic hope of being of help.

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Paper Abstracts

Moral Judgements of Responsibility and their Influence on Moral Decision-Making in the Economic Context Presenter: Jennifer LOEW, RWTH Aachen University, Germany Economic decisions often display a distinct moral dimension. Therefore, people with significant decisionmaking power in leading positions especially have to decide and act not only in an economically responsible but also in a morally responsible manner. Hence, the focus of the study reported here was to examine the influence of individual judgements of responsibility on moral decision-making in the economic context. In the background to this research interest are several theoretical insights, as well as empirical findings from different research domains which have revealed that judgements of responsibility play an important role in moral decision-making processes in general and in particular in transmitting a moral judgement into moral action.

This paper discusses the relevant theoretical background of this specific research approach and presents the first results from a qualitative interview study on moral decision-making with German Master of Business Administration (MBA) students.

Environmental Education and Outdoor Activities Presenter: Thierry LONG; Co-authors: Damien BAZIN and Bernard MASSI ERA University of Nice Sophia-Antipolis, France Sports are often viewed as key practices in terms of socialisation. They ar ex pected to develop good citizens who are responsible for their society and others. Beyond these common beliefs, stucties in moral psychology have shown that competitive sport contexts have entailed moral regression, transgression, violence and low legal consciousness. Nowadays, new practices through outdoor acovitjes have spread widely. Are these activities beneficial for moral development, in particular in terms of environmental responsibility? This study aims to highlight the socia l representations of sportsmen and women from different outdoor activities (hiking, canyoning, rafting, climbing) associated with the relationships they have with the environment and sustainability. Based on interviews, thjs research assumes that the particular characteristics of the different outdoor activities lead to different representations of the environment among practitioners.

UNESCO, Bioethics and Philosophy Presenter: Darryl MACER, Regional Unit for Social and Human Sciences in Asia and the Pacific (RUSHSAP), UNESCO Bangkok, Thailand The paper will discuss, from a global perspective, methods and theory for teaching bioethics, philosophy and values, and discuss curriculum mapping, comparing the UNESCO Action Plan for the Promotion of Philosophy Teaching in Asia and the Pacific (2009), called Thinking for the Future, and Joint Plan of Action for Regional Networking in Bioethics Education Towards Better Bioethics Education, from 2006. How can we teach the goals of prulosopby educati.on, incluiling those related to the search for wisdom, development of capacities for wise judgement and decision-making skills, and for development of a disposition to use knowledge and skills for good? How can we empower teachers to make a special contribution in the wider context of making a mature society?

Conflict as a Means to Moral Commitment and Caring: Examples from Child Protection Presenter: Doug MAGNUSON, University of Victoria, Canada From a year-long study of child protection teams, we came to know experienced child protection professionals who understood conflict as a pedagogical opportunity for establishing the terms of their relationship with the client. Conflict initiated by the client, in their view: (a) facilitated honesty from professional and parent; (b) was an expression of the parent's legal and political rights; and (c) demonstrated care and commitmentto their family. In their view this conflict created the conditions for a joint moral commitment to protect children.

Although professionals are increasingly asked to collaborate with families, I argue that under certain conditions conflict leads to successful moral commitment and satisfactory outcomes because, following an argument from both Deutsch and Kipnis, conflict can protect the weaker party by creating opportunity for the minority point ofviewto be heard. ¡

Moral Knowledge, Moral Sensitivity and Moral Education Presenter: Roger MARPLES, University of Roehampton, London, UK This paper's aims are fivefold. First, I aim to demonstrate the possibility of objective knowledge in the moral domain by exposing the flaws in non-cognitivism's denial of the existence of moral facts and the possibility of truth in moral appraisal. Secondly, I specify the 'objects' of such knowledge by reference to a form of nonnaturalistic moral realism. Thirdly, I explicate the necessity for the affective dimension in the acquisition of moral knowledge, in order to show that such knowledge cannot be reduced to something merely propositional.

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Paper Abstracts

Fourthly, I indicate the importance of sensitivity to context, whereby moral epistemology is shown to be concerned with the truth of particular judgements, as opposed to the search for rules or principles; if the latter do exist they are shown to be pro tanto and uncodifiable. Fifthly, I demonstrate the implications for moral education with specific reference to recent developments in the ethics of caring.

Can the New Consensus in Moral Psychology be Integrated with Education for Critical Rationality?

Presenter: Bruce MAXWELL, Universite du Quebec a Trois-Rivieres, Canada The aim of this paper is to explore the tensions between the broad consensus which has coalesced around the Social Intuitionist Model (SIM) of moral cognition (which pictures morality as intuitive, emotionally driven, and biased) and the conception of moral functioning that tends to underlie education for critical rationality (which regards morality as being deliberative, rational and impartial). The objective of the paper is twofold. First, it considers the meaning and limits of the SIM as a critique of specific assumptions in practical ethics education about the autonomy of moral reasoning, the relationship between moral reasoning and moral judgements, and the definition of ',morality' as a domain of social cognition. Secondly, it seeks to speak to the question of the value of the 'new consensus' as a source of psychological. knowledge that can be used to further the cause of developing through formal education people's capacity for critically reflecting on ethical problems.

Moral Development and Outdoor Ethics Education Presenter: Christine McCART, Black Hills State University, USA The theory and practice supporting conservation educati.on has largely ignored developmental constructs. T bridge this gap, this study explores outdoor ethics thr¡ougb the lens of Rest's Four Component Model. This presentation focuses on the quantitative element of a mixed-methods study. I explore what factors predicl outdoor ethics and self-repor¡t behaviour in a convenience sample o£ 150 univers.ity students. Instruments employed include the Defining Issues Test and an adapted Leave No Trace Outdoor Ethics questionnaire. Based on a pilot study, it is predicted that the most significant factor in improved outdoor ethics and self-report behaviour will be a shift from personal interest to a focus on maintaining norms. The quaHtative portion ofthis mixed-methods study will examine affective as well as cognitive aspects of moral functioning. Implications for non-formal conservation education programmes' will be discussed.

Faith Schools in the United Kingdom Presenter: Stephen McKINNEY, University of Glasgow, UK This paper will examine a number of the key themes of the contemporary faith school debate in the United Kingdom. These include: state funding and legislation; rational autonomy, the rights of the child and faith schools; the relationship between faith schools and social cohesion. These themes will be discussed using arguments adopted by the protagonists in the debate. On one hand, the opposition to faith schools is supported by high profile figures such as Richard Dawkins, a passionate critic of faith schools, but there is also consistent, concerted and clearlycarticuiated opposition from academics, politicians and humanist and secular organisations. On the other hand, there are faith communities who support faith schools and who have become increasingly adept at articulating their mission and defending their position in this debate. This paper will argue that serious questions remain about the potential restrictions in rational autonomy in some contemporary forms of faith schooling.

Balancing Change and Sustainability in Moral Education Curricula and College Culture: What Is of Lasting Worth for Student Learning?

Presenter: Marcia MENTKOWSKI; Co-authors: Margaret EARLEY and Jodi EASTBERG, Alverno College, USA This session probes the 35-year history of Valuing in Decision -Making for what works. Valuing is one of eight abilities integrated with the disciplines and professions at Alverno CoiJege that all students are required to demonstrate for graduation. Through research and scholarship by a multi-disciplinary team of faculty, the Valuing ability evolved into dimensions such as: examines own values, interprets the sonrces of own va lues, examines the relationship between own va lues and actions, takes nmltiple pers pectives, uses moral sensitivity, uses moral reasoning and judgement, and contributes to the development of values in the broader comnwnity in personal, professional and civic contexts. The authors identify sustained elements of the programme in relation to changed elements given constant changes in students, faculty, admini<;l:l"ators, academic staff- ru1d critics-from inside and outside the college and its emerging global contexts. They elaborate research findings that sustained faculty revisions of Valuing to ensure lasting student learning.

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Paper Abstracts

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Japanese and USA Media Coverage of Disaster Response: How Do We Talk About Children, Families and Schools?

Presenter: Helena MEYER-KNAPP, Evergreen State College, USA New Orleans and the Gulf region in the USA and Tohoku and Fukushima in Japan recently experienced serious disasters. New Orleans and Tohoku were 'natural' and The Gulf oil spill and Fukushima disaster were 'manmade'. In reality natural and man-made are not accurate boundary lines but they lead to different public and media reactions. To derive a sense of the nationally identified strengths and fears evoked in such events, this paper compares Japanese English-language newspapers ·a nd American newspaper commentary on these four events. Since crises have short-term and .long-term implications, the selection includes articles from the immediate aftermath and coverage six months after the event. This paper focuses on values associated with families, children and schools.

Chinese Moral Education: 'Hsiao' in Chinese Confucianism, Political Changes and the Influence ofJohn Dewey on Education and 'Hsiao' Presenters: Siebren MIEDEMA; co-author: Wim WESTERMAN, VU University Amsterdam, The Netherlands Confucianism and nee-Confucianism have lead Chinese thought on education and upbringing. The core principle was 'Hsiao', emphasising respect for the super-ordained. During the Tongzi Restoration, by the end of the 19th century, the paradigm of Hsiao was questioned for the first time, and this was pedagogically reinforced by K'ang Yu-wei's book Ta T'ung Shu [World Philosophy], sketching an utopian world with amicable relations between parents and their children. Around the turn of the century these developments greatly stimulated the interest in and orientation of Western educational thought and strengthened the critique of Hsiao. American pedagogues were favoured, especially John Dewey who had a tremendous educational as well as political influence in precommunist China (1919-1921). Nearly a century later we may conclude that Chinese education and educational thought is greatly Westernised. The praxis of moral education in China, however, is still rooted in Hsiao.

Attachment to Human and Nonhuman Attachment Entities across the Lifespan Presenter: Patrice Marie MILLER, Salem State University, USA For moral attachment, Kohlberg and Diessner recognised two things not often part of mainstream attachment literature: (a) attachment and moral attachment are applied to individuals beyond parents, such as peers or teachers, and might include groups or communities; (b) moral·attachment develops in stages. In this research, children and adults were interviewed about losses of entities that they cared about. Participants said people were the most important attachment entities. They also mentioned pets and objects. Typically places and ideals were mentioned only by adults. Substitutability (whether an entity was seen as replaceable) differed for different entities. The question raised by these findings is how to conceptualise attachments to multiple, nonhuman entities with respect to moral attachment and current attachment theory.

Teacher Education in Mexico: the Key Element for a Profound Educational Reform in Citizenship Education Presenters: Marfa Cristina MORENO-GUTIERREZ• and Lariza Elvira AGUILERA RAMfREZb Co-authors: Rafael Alberto GONZALEZ-PORRAS<; Edith AREVALO-VAZQUEZd; Martha Beatriz GONZALEZESTRADN; Marfa Darfa ELIZONDO-GARZN~ Fausto Humberto ALONSO-LUJANO•; Rita MATA MATN •Jnstituto de Investigacion, Innovacion y Estudios de Posgrado para la Educacion, Mexico; bEscuela Normal Superior 'Profr. Moises Saenz Garza', Monterrey, Nuevo Leon, Mexico; <Ministry of Education, State of Nuevo Leap, Mexico; dEscuela Normal 'Miguel F. Martinez' Centenaria y Benemerita, Monterrey, Nuevo Leon, Mexico; •center of Continuing Education for Teachers, Ministry of Education, State of Nuevo Leon, Monterrey, Mexico The International Association for the Evaluation of Educational Achievement (lEA) study on civic education (1999-2000) showed that civic education in Mexico had come to be understood as the ability to use knowledge and skills to participate in the organisation of one's own community in a participatory democratic way. The main challenges for Normal Schools (which prepare teachers for K-12) to meet these challenges are presented and discussed. The gaps between reform in the K-12 curriculum and teacher education preparation, as well as the strategies used to overcome these gaps were explored. The study draws information from: in-depth interviews with eight directors and curriculum coordinators of four normal schools; nine focus groups which involved 72 subjects who represented normal schools with different levels of specialisation and teachers attending continuing education centres; and the results of questionnaires given to one hundred student teachers of the citizenship and civic education diploma.

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Paper Abstracts

Peace, Moral and Value Education-'Mulyavardhan': an Innovation for Social Transformation Presenter: Shantilal MUTTA, Bharatiya Jain Sanghatana (BJS), India BJS has developed a syllabus for Peace, Moral & Value Education referred to as 'Mulyavardhan' for Standards I to IV. Twenty five years' experience in education and social work stimulated BJS to conceptualise this new subject in view of the present day ethical challenges. Teachers are specially trained to deliver Mulyavardhan. Innovative and experiential teaching methods are employed for delivery of the Mulyavardhan syllabus. The syllabus has been approved by the Maharashtra government in Western India. In 2009 Mulyavardhan was implemented for 8288 children from 159 schools of a tehsil in the Beed District ofMaharashtra. The overwhelming response from all members of the community during its first year of operation led to its further development. Subsequently, in 2010, its operation area was expanded to reach 34527 children from 490 schools. The impact assessment of Mulyavardhan by Cambridge University Technical Services, is underway and it is hoped that the report, expected by May 2011, can be presented and discussed alongside a description of the programme.

How to Measure 'Progress' In School Interventions Presenter: Catherine NAPFLIN, University ofFribourg, Switzerland If we teach morality, then, according to Kohlberg, moral judgement growth is not enough. Moral growth must be seen.to be more situational and should be analysed from different aspects, as Rest tried to describe it in the four components, and should refer to a concrete content, for example, genetic engineering. The basic idea of the study presented here was to bring together biological aspects (DNA recombination, transgenic wheat) with models of ethical philosophy (ethic of care, responsibility and justice) and moral development (Kohlberg) in a deep interdisciplinary approach. Therefore, students undertook some practical work in a laboratory combined with dilemma discussion in class afterwards. The aim was to find out if experience and discussion could stimulate students' moral arguments concerning different complex situations using biotechnology. We found that moral motivation and moral sensitivity, especially, interact with moral judgement in a very interesting way, destroying the claim of personal moral homogeneity.

The Caring Teacher in Moral Education in a Malaysian School Presenter: Ilhavenil NARINASAMY; Co-author: Wan Hasmah WAN MAMAT, University of Malaya, Malaysia This study highlights the importance of Ethics of Care, as well as pedagogical knowledge, in Moral Education, where teachers play a vital role in demonstrating care to develop students into well-rounded human beings.

This preliminary case study; based on Noddings' Ethics of Care, explored the teacher as a caring agent in Moral Education in a Malaysian school. The methodology employed to collect data was non-participant classroom observations, semi-structured interviews, documentary analysis and a teacher's journal. The findings showed that teacher modelling, meaningful interactions, encouraging co-operation among students and pedagogical caring were the main traits of the teacher displaying caring to students. It also indicated that it is imperative for teachers to nurture empathy, which is the basis of caring, in students in order for them to be caring individuals.

The Effects of Ancestral Parenting Practices on the Moral Development of Chinese Three-YearOlds Presenter: Darcia NARVAEZ"; Co-authors: Lijuana WANG", Alison CHENG•, Jennifer BURKE•, Tracy GLEASONb, DENG Lifangc •University of Notre Dame, USA; bWellesley College, USA; <Peking University, P. R. China Childrearing practices in the USA no longer match those of our ancestors as represented by the environment of evolutionary adaptedness (EEA) for young children, detrimentally affecting child outcomes in the USA. But are the relations between parenting practices and child outcomes similar in China? Chinese mothers of three-year-olds completed a survey that included attitude and behaviour scales about these ancient practices (breastfeeding, positive touch, responsive care, play, multiple kin caregivers) and maternal report of their child's empathy, guilt, concern, inhibitory control and self-regulation. EEA-consistency was related to child outcomes in predicted and unpredicted ways. We compare Chinese and USA data.

The Neurobiology of Moral Development: Triune Ethics Identities are Predicted by Early Experience and Predict Moral Behaviour Presenter: Darcia NARVAEZ, University of Notre Dame, USA Triune Ethics Theory (TET) is a neurobiologically-based theory that identifies three ethics rooted in the phylogenetic evolution of the human brain. The three ethics (Security, Engagement, Imagination) are described with empirically-derived evidence from neuro- and social sciences. The theory proposes that each ethic is dispositionally present in every individual to varying degrees and shaped by early experience. An identity measure for each ethic was developed and tested in several samples. Structural equation modelling was used to

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examine the relation of moral identity to measures of early life experience, personality factors, moral behaviour and moral action for the less fortunate.

The Philosophical Concept Of 'Tsika' (Zimbabwean Traditional Morality) and its Relevance to the Education of Girls in Zimbabwe Presenter: Natasha NCUBE, Association for Living Values Education, Zimbabwe Western philosophy comprises a more-or-less continuous tradition that stretches back to ancient Greece and reached a high-point in Immanuel Kant. African philosophy has no such continuous written tradition. That poses unique problems for contemporary African philosophers, but also unique opportunities. This presentation will outline the current state of African philosophy and its relevance for the education of girls in Zimbabwean schools. Custom in Zimbabwe is stronger than law and religion. Culture continues to impact negatively on a girl child. The socialisation process differentiates the girl child from the boy child. For most girls in Zimbabwe, access to education is really a privilege and not a right. Improvement of girls' education in Zimbabwe requires a holistic approach that addresses the range of issues which continue to undermine the full participation of girls in education, so that it can have a sustained, cumulative impact. These issues are essentially moral issues.

Measuring Moral Reasoning in Ethnically Diverse Populations Presenter: Christopher S. NEWlTT, Okanagan College, Canada One aspect of traditional Chinese cultural values that has been identified as not being captured by Western measures of moral reasoning is filial piety. A sample of 240 undergraduate psychology students from the University of British Columbia was recruited to participate in the study. The sample reflects the ethnic diversity of Vancouver in that the group is composed of international students from Asia attending university in Canada, participants born in China and other nations in Asia who migrated to Canada, Chinese Canadians and European Canadians. The participants completed two measures of moral judgement: the Sociomoral Reflection MeasureShort Form (SRM-SF) and the moral dumbfounding measure. We predict that we will identify clear cultural differences in attitudes towards filial piety, with both Asian-born individuals and individuals born in Canada of Asian descent demonstrating significantly more positive attitudes towards filial piety.

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Teachers' Views of Incorporating a Project Approach into Malaysian Pre-school Moral Education Presenter: Agnes NG Soak Gun, Institute of Teacher Education, Penang, Malaysia Moral Education as one of the core modules in Malaysia's National Pre-school Standard Curriculum caters only for the non-Muslim pre-school children (Muslim pre-school children study Islamic Education). It is integrated into the learning experience of pre-school children and is concerned with preparing children to understand moral rules and social conventions that underpin their moral behaviour. This paper describes opportunities to develop children's moral understanding, moral feeling and moral actions through engagement, interaction and reflection in long-term projects. A research survey showed that collaboration between children and with adults in project work offered a wider variety of moral experiences to children. However, issues of large class enrolment, efforts to maintain children's interest in their long-term project, and parents' expectations of academic performance are challenges faced by implementing a project approach in Malaysia. In addition, teachers should learn along with children, with shared curiosity in facilitating moral experiences.

Spirituality and Morality: a Study of their Communal Aspects from Eastern and Western Perspectives Presenter: Peter Tze Ming NG, Shanghai University, P.R. China Morality is deeply embedded in cultural and religious traditions, drawing human beings into relationship with each other, hence it is social and communal. Spirituality has been construed in Eastern and Western cultures as individualistic and a private matter, to the exclusion of communal practices. However, the situation is changing now. This paper attempts to investigate the concept of spirituality in both Eastern and Western traditions, with special attention to the exploration of the communal or relational aspects of spirituality and morality as understood by social psychologists and educators, especially scholars of this globalising world in the 21st century. Findings from a research study launched in 2009 to discover the understanding of spirituality and moral development among pre-school principals in Hong Kong will be reported and implications drawn for the cultivation of morality in educational settings.

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Is Human Life Worth Living? Intuitions and Idealisations Presenter: Adam NIEMCZYNSKI, Katowice School of Economics, Poland Sixty women and sixty men in early, middle and late adulthood were twice interviewed with the Biographical Judgement Interview (BJI). Six to seven years elapsed between the two occasions. Interview protocols were analysed in accordance with a standard procedure to identify underlying interpretations of a human life worth living. The BJI requires choices of actions which are significant for the life course of the protagonist of each of the six stories presented. Data are used to argue for the opaque nature of human life ideals which become only partially clear through interpretations as they grow in adequacy with age. An age developmental trend was actually found. Two practical implications for moral education emerge from the study. One concerns the plurality of socio-cultural interpretations of the universal ideal of the human life worth living and how to cultivate them. The other relates to the plethora of ideals in the domain of social life and how to manage realising them in one's own life.

An Integrated Approach to Moral Education from the Perspective of Career Development Presenter: Mayumi NISHI NO, National Institute for Educational Research, Japan The purpose of this proposal is to offer a new foundation for an integrated approach to moral and career education, with specific reference to some examples of holistic curriculum development in schools. Career education, first introduced in the USA in the 1970s, is defined as an educational movement which promotes the relationship between schools and society by providing opportunities for career development for students. The major benefits of this approach include improved self-esteem and motivation for learning, hands-on learning opportunities in the community, and realisation of a whole-school approach for curriculum development. In order to clarify and evaluate this approach, I use a case study of a project, Education for Self-Awareness and Self-development, launched by the City Board of Education of Sendai in 2009. This approach implies a new possibility for moral education that will enhance both moral values and social skills necessary for children to live in a changing world.

The Idea of Shared Values in Citizenship Education: a Traditional Concept in Post-modern Times Presenter: Martina NUSSBAUMER; Co-author: Sieglinde WEYRINGER. University of Salzburg, Austria Sharing similar interests and objectives regarding the organisation of an individual's daily life form the main components for the establishment of sustainable relationships within groups and societies. Values have a crucial impact on this consciousness of belonging, especially concerning decision-making and problem-solving.

Traditionally, religions as well as secular movements have provided the values framework of the developmental orientation given to future generations. Hence, historical experiences have shown that additional educational efforts in citizenship education have to be set up to establish this sense of belonging. Furthermore, the global interrelationship of economics, media and intellectual exchange is increasing the characteristics of postmodern societies, e.g. heterogeneity and diversity of orientation. The study presented investigates the impact of an educational programme on the consciousness of young adolescents sharing the same values as citizens of the European Union. The research concentrates on their values orientation regarding the solution of problems of the European Union.

Social Discrimination in Japan: its Causes and How Moral Education can Begin to Address it Presenter: Fumiyuki OHNISHI, Yokahama City University, Japan This presentation will discuss the roots of discrimination in Japan; how it has progressed over time and the political and social factors that have influenced its development. It will then consider educational strategies currently being adopted in regard to discrimination in modern Japan, where it has been transformed both politically and socially. Finally the presentation will propose strategies that could be employed in the context of moral education to eradicate it.

Moral Motivation and the Role of Internship in Professional Preparation Presenter: Sharon Nodie OJA; Co-author: Patricia J. CRAIG, University of New Hampshire, USA This paper reports on a mixed methods study of the moral development of university students as they engage in practice during their culminating undergraduate internship that is required for certification in the field of recreation management. Neo-Kohlbergian schema theory and the four-component model of moral behaviour frame our investigation of interns' judgements and actions over the course of a 14-week internship experience, particularly focusing on moral motivation. Findings indicated how competing moral judgement schemas may inform how interns prioritise moral values over competing values in practice and how interns begin to develop a professional identity. We propose an Integrated Learning Framework for internship that may help interns

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anticipate, reflect on, and respond to dissonance and which may foster professional ethical identity.

Teaching Environmental Studies at Elementary School: a Values Clarification Approach Presenter: Hema PANT,-Indira Gandhi National Open University, India The environment comprises many interconnected processes and phenomena both in the natural and humanmade world. It is important for the teacher, particularly at the elementary school level, to develop in children an understanding of the interactions between humans and the environment and how human activities are altering the natural habitat. Environmental Studies (EVS) involves education about the environment, through the environment and the development of attitudes and skills to improve the environment. This paper examines the value clarification approach, one out of the many approaches which an elementary school teacher can adopt to achieve the objectives of EVS. EVS teachers can use specially designed techniques to help students clarify their values and opinions on various environmental topics and issues, such as pollution, environmental degradation, loss of biodiversity, overpopulation and more. The paper discusses some lesson plans based on a value clarification model to build awareness, sensitivity and a sense of responsibility towards environmental concerns and problems.

Moral Education to Cultivate Creativity and Character Presenter: Gyun Yeo! PARK•; Co-author: Jae Lee INb •Gyeongsang National University, South Korea; bSeoul National University of Education, South Korea Creativity and character have recently been given a crucial role for personal development and enhancing national competitiveness in South Korea. In order to develop educational plans for their effective promotion several questions need to be addressed. (1) Are creativity and character completely different with distinct fields, and does creativity have nothing to do with character? (2) Do both of them complement each other and is one closely related with the other? (3) If there is a close relationship between character and creativity, are there qualities of character for strengthening and facilitating creativity or for suppressing and obstructing it?

If so, what are they? (4) Creativity is often not a sufficient, but a necessary condition for a human being of fine character. What is required in this case? We examine these questions by means of an analysiS of the literature and make some provisional responses.

Citizen Consciousness and Moral Education Development in Chinese University Students Presenter: PENG Xiaolan•; Co-authors: LIN Nanb and Ll Pingc •south China Technology University, Guangzhou, P. R. China; bSouth Medical University, Guangzhou, P. R. China; csun Yat-sen University, Guangzhou, P. R. China The information revolution is changing Chinese social and educational reality. Chinese moral education undertakes the tasks of cultivating citizen consciousness and developing good citizens. Diversity of values, differentiation of interest, traditional culture and public opinion of the Internet have various effects, such as weakening Chinese political dominance, giving rise to a consumption-oriented cultural model, restricting civic cultural development and severely restricting the integration of the scientific and human spirits.

These influences have raised awareness and need to further develop university students' consciousness of participation, of the rule oflaw, of service, and a sense of justice. In the paper we show how university education about citizen consciousness in China emphasises four aspects in developing good citizens: strengthening core values in the moral education curriculum; incorporating national goals into extra-curricular activities in moral education methods; intensifying cultural soft power to coach citizenship abilities through the processes of moral education; and exploiting Internet resources as a medium for moral education.

The Value of Values Education: a Critical Study of Non-formal Education in an Indian Context Presenter: Shajimon PETER, University of Newcastle, Australia This paper examines the importance of incorporating values education perspectives in non-formal education contexts in India. The impetus for values education arises from the myriad examples that are available in recent research demonstrating evidence of values education effecting greater student achievement as well as holistic development and wellbeing. Values education has been conceptualised as a 'pedagogical imperative' that is significant to all educational settings. It will be argued that, first, incorporating values education in nonformal education is indeed an imperative since several studies suggest that all educational activity is inherently moral and values-laden by nature; and, secondly, that in so doing, non-formal education can greatly enhance its approach to education in eliciting better educational outcomes. The relevance and applicability of values education in non-formal education will be examined.

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Tao or Democracy? The Foundations of Moral Education for Human Beings Presenter: Mark PIKE, University of Leeds, UK The Master said, He who sets to work on a different strand destroys the whole fabric (Confucius, The Analects, ii.

16) In the West it is often assumed that democratic values and civic republicanism provide the best foundation for moral and citizenship education. However, there are significant limitations to such a project founded upon democratic values, not least because political liberalism is far from universally endorsed. Here I draw upon 'the Tao', the Chinese term for the 'the Way' or 'the Road' of harmony described in The Abolition of Man, C.S. Lewis's book on the teaching of values in schools, which derives its force from sources such as The Analects of Confucius, as well as parallel texts. I shall argue that this concept, whether Platonic, Aristotelian, Stoic, Christian or Oriental, transcends democratic values and is more foundational for Moral Education (ME) than Education for Democratic Citizenship (EDC) being drawn, as it is, from the literature and religious writings of different cultures and traditions rather than the politics of the West.

Tao or Democracy? Response to Literature and the Cultivation of Moral Education for Human Beings Presenter: Mark PIKE, University of Leeds, UK Never do to others what you would not like them to do to you (Confucius, The Analects, xv. 23; xii, 2) This paper argues that the Tao described in The Abolition of Man, C.S. Lewis's book on the teaching of English in schools, transcends democratic values and is found<,~tional for moral education, being drawn as it is from the literature and religious writings of different cultures and traditions, rather than the politics of the West.

I suggest that aesthetic response may offer one of the most harmonious ways of learning the Tao and draw upon the fiction of Lewis, as well as literature from different cultures and traditions, in suggesting that it is our 'just sentiments' rather than political affiliations that make us humane. It is as teachers help students to develop these 'just sentiments' that they thrive and flourish; anything less will lead to the 'abolition of man', the termination of our humanity.

The Role of Values Education in Furthering Gross National Happiness (GNH) in Bhutan: Exploring a Unique Moral Imperative Presenter: Gay Garland REED, University of Hawai'i, USA While the rest of the world focuses its energy and attention on 'getting and spending' and measures its worth

by Gross National Product (GNP or GDP), Bhutan is alone among nations in creating a social mandate that gives prominence to happiness over economic advancement. First articulated by His Majesty King Jigme Singye Wangchuck, soon after his enthronement in 1972, Gross National Happiness (GNH) has four pillars: (1) Sustainable and equitable socio-economic development; (2) Preservation and Promotion of Culture; (3) Conservation of the Environment; and (4) Good Governance. This paper introduces the reader to the concept of Gross National Happiness (GNH) and explores the role of education, particularly moral and values education, in supporting and furthering the concept of GNH. Drawing on recent educational documents and interviews, this exploratory paper seeks to gain a better understanding of this intriguing concept that is based on Vajrayana Buddhism and to explore the role of education in fostering the values that underpin this worldview.

A Sense of Justice in School and Civic Education: a Theoretical Framework Presenter: Nura RESH; Co-author: Clara SABBAGH, Hebrew University, Israel Early adolescence is a crucial period in the formation of civic identity and behaviour- essential conditions for becoming an active member of complex and stable democracies. Adopting a multidisciplinary approach, we suggest a theoretical framework for investigating students' sense of justice regarding distribution of different resources and procedures applied by teachers and their association with different facets of civic attitudes and behaviour (e.g. institutional trust and democratic attitudes). The model suggests a path of effects that include personal and socio-psychological factors, affecting students' sense of justice and mediated by a school 'just climate', that eventually influence the shaping of democratic attitudes and behaviour. The presentation will focus on the theoretical framework developed for an investigation of the hypothesis that students who perceive their school atmosphere and teachers' behaviour in the allocation of rewards as fair (just) will develop more positive civic attitudes and behaviour, to be tested empirically in the Israeli educational context.

Democratic Education -'Evolution not Revolution' within a Moral Context Presenter: David ROWSE, The Collegiate Centr.e for Values Education, UK There is some evidence of an increasing universal interest in moral education as people seek to make their

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communities, societies and nations more just. Within these aspirations lie concepts of equality, liberty, fairness and social justice. Pring suggests that these aspirations are far from new and can best be served within a formal and structured educational framework that will allow young people to engage in democratic process within schools. Kohl berg posited that su.ch education would be developmental in nature and engage the young person not only in intellectual enquiry about what might constitute the various elements of a democratic process, but also offer opportunities for students to participate in such a process in order to gain, at first hand, the necessary experience which would allow for deeper understanding and experience of the praxis of such an engagement.

So how might we educate our young people to both understand and engage in democratic process within an educational setting?

Publishing in Academic Journals: Tips to Help You Succeed Presenters: Rachel SANGSTERâ&#x20AC;˘ with Darcia NARVAEZh â&#x20AC;˘Routledge Journals, Taylor & Francis; bEditor-elect]ME, University of Notre Dame, USA In the academic world, publishing papers in peer-reviewed journals is becoming increasingly important for all academics, especially those starting their careers. The process of submitting a paper to a journal, understanding the peer-review process and getting your paper accepted is a mysterious world. In this presentation you will find out how to choose the best journal for your paper, how to prepare the perfect manuscript and find out the top ten reasons why your paper could be rejected.

Introducing Case Studies from International Law into Moral Education in Schools Presenter: Diana SANKEY, University of Kent, UK International legal issues rarely enter the school classroom. But, international law raises many issues which should be of concern to moral educators; providing a n.u mber of dilemmas that children could discuss within moral education. These include, for example, how international crimes are conceptualised. Students should be encouraged to problematise the ways in which international law currently engages with and conceptualises issues of h,uman rights and crimes against humanity. Part of the problem is the way rights and harms are conceptualised within international law, which frequently misrepresents what it means to be human. This is not only irrelevant to peoples' lives, but can also be alienating and contradictory to their lived experiences.

International law promotes a universalist project, which often pays insufficient attention to regional, local contexts and cultural differences. In discussing these issues, moral education can adopt a middle way that lies between the universalism of law and the dangers of cultural relativist discourses.

Intellectual and Emotional Development: Translating Reflections during Developmental Transitions Presenter: Christopher D. SCHMIDT; Co-author: Kathleen DAVIDSON, Villanova University, USA Careful and continuous guided reflection has been deemed a critical component of developmental interventions alongside continuity, significant role-taking experiences and a balance of support and challenge. While the importance of reflection within educational realms has been noted, it remains a somewhat ambiguous concept-its exact definition being in flux. Utilising qualitative findings from an educational intervention which significantly increased participant levels of moral development, this presentation will report the intricacies located within the context of specific reflective activities to help elucidate a greater understanding of the critical aspects of reflective components in subsequent interventions.

How Far Can Morality Be Separated From Nature?

Presenter: Yung-ming SHU, Hsinchu University of ~ducation, Taiwan In cultivating morality, 'moral standard' is one of the key concepts. This paper proposes 'nature' as the main component in setting up moral standards because it is a necessary presupposition in moral thinking. 'Nature' is used to denote the nature of the moral agent and moral object. In the moral agent, nature has a broader meaning than in traditional moral theories. In moral objects, nature as the environmental factor is also included in moral situations. These two kinds of nature are the main factors in Aristotelian ethics for the mean. Aristotelian ethics and Deweyan reflective ethics are combined and revised to offer a more persuasive model. The characteristic for this model is their positioning of moral standards so as to keep a distance from nature, but not too far away.

Those who go to extremes are criticised. In moral education the setting up of moral standards should take both children's conditions and situations into account.

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The Citizen Councillor Network: a Collaborative Environment for Collective In-person and Online Dialogue Presenter: john SPADY, Countywide Community Forums of King County, USA This presentation is about the establishment of a decentralised, long-term, and highly scalable infrastructure for dialogue, deliberation and discernment that enables a motivated public to communicate among themselves and with their leaders on issues and questions of concern in a repetitive process of civic engagement. The presenter is one of the creators of the Citizen Councillor Network and its government-adopted application called the Countywide Community Forums of King County, in Washington State, USA. The presentation (with materials both in Chinese and English) will summarise the practical design and implementation of this network; the results from a spring 2011 regional dialogue on equity and economic opportunity; and how the network has evolved since 2007 to support multiple organisations in a collaborative environment for collective in-person and online dialogue. The presentation will be of interest to researchers and practitioners who are seeking strategies to establish efficient dialogues among disparate populations.

Morality and Moral Education in the Changing World Order: What Is the Right Thing To Do? Presenter: Laurance SPLITTER, Hong Kong Institute of Education, P. R. China In this presentation I explore the implications of a particular ethical principle in the context of what seems, to many, to be a radically changing world order. The principle in question asserts that the lives (existence) and well-being of individual persons are more valuable and, therefore, more worthy of protection, than the lives (existence) of non-persons (specifically, nations, cultures and other institutions). The changes in world order include, most pertinently, the political and economic rise of China (and India), especially when set against various measures of decline in the West. While the principle I assert may seem increasingly irrelevant in such contexts-because of changing conceptions of citizenship as well as increasing scepticism about the Western notion of the autonomous individual-I maintain that for these very reasons, it is more vital than ever. There is nothing parochial or self-centred about maintaining a focus on how individual persons relate to one another; indeed, to lose this focus is to risk losing our very humanity.

Moral Exemplarity in the Academic Domain: an Analysis of Students who do Not Cheat in School Presenter: Jason STEPHENS, University of Connecticut, USA The study reported here investigates students who do not cheat. Based on a representative sample of students (n=2,280) from a diverse set of six high schools in the Northeastern United States, less than five per cent of students reported refraining from engagement in all 12 behaviours surveyed on the Academic Motivation and Integrity Survey. Results from multivariate analysis of variance revealed several significant differences between students who do not cheat and those that do so frequently. These differences include greater endorsement of responsibility judgements for not cheating and lower tendency to disengage that responsibility. As suggested in the title of this paper, these students are viewed as 'moral exemplars' -holding steadfast to their personal responsibility to refrain from cheating, and doing so despite being in school culture where such behaviour has become normative (where peer disapproval is low and engagement high). Implications for moral education and future research will be discussed.

Moral Rationalities in Current Primary Textbooks of Character and Life (Society) in China Presenter: SUN Caiping, Nanjing Normal University, P.R. China Since the curriculum policy of one guide-multiple texts, China has seen textbooks of Character and Life (Society) published by about ten different publishers. Among these, there are three main different moral rationalitiesutilitarianism, naturalism and deontology-with similar outlooks and frames in these textbooks. Generally speaking, textbooks are usually dominated by some moral rationality, while in the same textbook and even in the same lesson, these three moral rationalities intertwine together. This indicates that there is no common moral rationality among the scholars editing these textbooks, even among the community working to produce the same book This paper questions: (1) the clear moral consciousness of the editors; (2) the possibility of social common sense constructed via these moral textbooks; and discusses the appropriate moral rationality in the textbook for elementary school students.

Restitution as Moral Framework: Exploratory Views from South Africa Regarding its Meaning and Necessity Presenter: Sharlene SWARTZ, Human Sciences Research Council, South Africa The notion of restitution is surprisingly absent in social and moral discourse, where, if used, it is confined to post-conflict legal settlements or conflated with restorative or distributive justice. However, 'restitution'

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has the potential to be productively applied to multiple aspects of lived human experience in which injustice has occurred, such as genocide, environmental degradation and interpersonal conflict-as a guiding moral framework. Employing both quantitative and qualitative methods, this paper explores how a group of senior undergraduate students at a South African university interpreted and investigated the notion of restitution in a social research methods class. Twenty-five out of 300 students chose the topic 'Restitution' as the theme for their research projects out of ten possible options. This paper explores the demographics of these students, their reasons for choosing the topic, and summarises students' findings. It concludes with proposals for future research on restitution within moral education-including theoretical and practical understandings, social attitudes and national case studies of restitution.

Crossroads: a Study of Moral Dilemmas in English Language Settings Presenter: Leila TAJIK; Co-author: Ramin AKBAR!, Tarbiat Modares University, Iran The second language teacher education community has become increasingly interested in the morality of teaching. The moral dilemmas these, teachers face in the minute-to-minute business of class life have not been given the sustained attention they deserve. The study reported here was conducted to discover possible differences between the type and frequency of moral dilemmas with which experienced and less-experienced male and female instructors deal. Forty teachers participated in the project. Data were' collected through the use of stimulated recall and focus group interviews. Chi-square analysis of the data shows that there was a significant difference in the number of moral dilemmas experienced and less-experienced teachers recalled; and as to the type of moral dilemmas which teachers encountered-seven moral categories emerged, with Rules and Regulations being the most frequently recalled category. Though experience could account for some variations between the pattern of moral dilemma categories of experienced and less-experienced teachers, gender did not exert a significant influence on the type and frequency of moral dilemma categories of male and female instructors.

Teacher Thinking: a Study of English Language Teachers' Moral Knowledge Base Presenter: Leila TAJIK; Co-author: Ramin AKBAR!, Tarbiat Modares University, Iran While the teacher education community has become increasingly interested in the moral dimensions of teaching, the moral aspects of Teaching English as a Second Language have not been widely discussed. English language teaching practitioners' 'moral knowledge base' has not received the attention it deserves. The study presented was conducted to discover possible differences between the frequencies of pedagogical and moral thoughts of experienced and less-experienced, female and male teachers and to look deeply into participants' moral thought categories. Forty teachers participated in the project. Data were collected through the use of stimulated recall technique. The analyses of the data show that there are differences in the number of pedagogical and moral thoughts teachers recall; as to teachers' moral knowledge base, seven moral categories emerged with 'teachers as moral ¡agents' being the most frequently recalled category. Gender and experience were found to affect both the order and the frequency of the thoughts teachers produced in different groups.

Globalisation of Communications and Changes in Iranian Youth's Moral Values: the Case of the Internet Presenter: Leila TAJlK; Author: Ali RABIEE, Tarbiat Modares University, Iran Globally, the Internet exerts a huge influence on social life. This study focused on the possible effects the Internet may have on Iranian youth's moral values. Three questions were posed: (1) Is there a significant relationship between the degree of using the Internet and changes in users' attitudes towards moral values? (2) How db materials viewed in websites affect users' moral values? (3) What changes occurred in users' moral values? A questionnaire was administered among students of Communication and Journalism; data was then fed into SPSS for analysis. Data analysis showed a significant positive relationship between the time people spend using the Internet and changes in their attitude towards moral values. Also, those who use the Internet for chat or other entertainment purposes are subject to more changes in their moral values than those who read political and scientific materials on the Internet. Changes were recorded in users' family stability and family functions; also sex abuse, cyber sex and cyber masturbation were found to be highly present in Internet users.

Citizenship Education as a Transition to the Whole of Modern Education in China Presenter: TAN Chuanbao, Beijing Normal University, P.R. China The proposition that citizenship education is the transition to the whole of modern education must definitely be raised, because in the discussion about the meaning of citizenship education, people usually just take citizenship education as a part of moral education or school education. Although such a view contributes to the tasks of school citizenship education being carried out, it de-emphasises the full meaning of citizenship

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education and is bound to narrow the possible environment and opportunities in which to put citizenship education into educational practice. Citizenship education should be regarded not only as a tool, but also as the ultimate goal of the whole of modern education. Advocating citizenship education means changing the nature of education completely. Furthermore, citizenship education should and must be the transition of the whole of education and even the reform of the whole society of China. I argue for these positions in my paper.

Work-Related Expectations and Autonomy Processes of Young Students in a Vocational Rehabilitation Programme in Chile: a Qualitative Study Presenter: Daniel TELLO SILVA, University of Bio-Bio, Chile The purpose of this paper is to analyse from a qualitative perspective the work-related expectations of young people attending a Vocational Rehabilitation Programme for early schoolleavers in Chile. The paper describes the ethos experienced in relation to the students' work expectations and their meanings at the end of the programme. The theoretical framework reviews ethos, work and utopia in relation to education and autonomy processes. The documentary me.thod was used to analyse the discussion groups with students. Findings show work-related expectations were expressed mainly in individual project constructions, whereby social issues, like interpersonal relationships and social work climate, received special attention. These findings have a significant meaning for the students' autonomy processes, as they express an increasing need for recognition oftheir participation at work The paper expands the understanding of social meaning underpinning this type of programme and provides further discussions to incorporate moral education in vocational education and training.

The Effects of Personal and Family Religiosity on Adolescents' Delinquency, Self-Esteem and Academic Achievement Presenter: Brent L. TOP, Brigham Young University, USA From a study of over 5,000 Latter-day Saint (Mormon) adolescents living in the USA, Mexico and the UK, it was found that personal religiosity directly and family religious practices indirectly were related to lower levels of three different categories of delinquent behaviour-offences against others, offences against property and status offences. Religiosity was also found to be significantly related to higher levels of academic achievement and aspiration and self-esteem.

Back to the Future: Classic Cinema, Diversity and Post-9/11 American Citizenship Presenter: Stephanie TROUTMAN, Berea College, USA This presentation devotes itself to historian Eric Forrer's challenge to educators and students : that we use the momentous event of September 11th to rethink what it means to be USA citizens and to remember history. This presentation focuses on race and gender, and their categorical mobilisation and deployment within the Story of Movies (classic Hollywood cinema).curriculum. While the curriculum component is grounded in educational and film theories, for the purposes of maintaining an interdisciplinary and inclusive framework, I define 'post9 /11 culture' by and through a number of theoretical perspectives-including but not limited to philosophy, cultural studies, feminist studies and history. Ultimately, I show how race and gender (as represented in film and materials packaged for teenage students) impact constructions of what it means to be a citizen within a 'post-9 /11' contemporary, American cultural context.

An Ethics Class Taught in a Workshop Style in Japan Presenter: Tetsu UENO, Oyama National College of Technology, Japan This paper reports my practice of teaching ethics education employing an art workshop format used at a college.

I introduce my teaching practice in such a way that my students can interpret each work of art in myriad ways and find various values. This is part of an attempt to construct a professional ethics education programme for artists for art college students from interdisciplinary programmes, such as teachers of philosophy, aesthetics and the history of art. This attempt was advanced as a three-year plan from April, 2008 to March, 2011. In this paper, I introduce how I have taught ethics since I took charge in fiscal year 2009. The striking feature of my practice involves taking a production workshop approach to teaching an ethics class.

I Acted Under Orders - Or Just Wanted To Earn Money?

Presenter: Zsuzsanna VAJDA, Corvin us University of Budapest, Hungary Due to historical experiences and social psychology, over the past decades the public has perhaps become more suspicious towards obedience to authority. Nevertheless, in developed countries today people are less exposed to being ordered what to do while it is also not unusual that money is offered to them for taking a particular decision. My assumption was that people judge less severely when someone does something for financial

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benefits than for doing the same thing under orders. In my research young adults were asked to consider a moral dilemma in two different versions. The basic story was that a young researcher of a pharmaceutical company uncovered information that a drug under development might have harmful side effects. In the first version he was ordered by his boss to keep that secret, and in the second he was promised to receive money from the profit of selling of the drug if he kept silent. Results confirmed my hypothesis that people are more permissive about the moral offence if it was done for money, but there were differences according to the social background of respondents.

Parent-Child Relationships and the Development of Moral Mindsets and Aggressive Behaviour Presenters: Jenny L: VAYDICH" and Darcia NARVAEZh â&#x20AC;˘Rhodes College, USA; hUniversity of Notre Dame, USA According to Triune Ethics Theory, individuals develop dispositionally towards using three moral mindsets rooted in different brain systems: Security, Engagement and Imagination. These moral orientations are influenced by care giving across development. When evoked by a situation they predispose one to react and behave in particular ways. We examined how the perception of the parent-child relationship was related to moral outcomes, moral identity and aggressive behaviour. The results suggest that attachment, perceptions of the parent-child relationship, and aggressive behaviour are related to Triune Ethics in ways that are consistent with the theory. For example, aggressive behaviour is related to a security identity. The parent-child relationship provides a powerful influence on the development of cognitive and emotional systems influencing mora!' orientations and moral functioning.

The Enlightened Self-Interest ofthe Moral'Dream Team' Presenter: Lawrence J. WALKER; Co-authors: Jeremy A. FRIMER and William L. DUNLOP University of British Columbia, Canada What motivates and sustains the actions of highly moral people? We tested the hypothesis that they have integrated their personal interests with their moral concerns-a form of enlightened self-interest. In Study 1, social science experts evaluated the character of influential figures from Time magazine's lists. In Study 2, the top ranking of these figures comprised a moral 'dream team' exemplar group and the bottom ranking, a comparison group of similarly influential people. Motivational aspects of their personality (agency and communion) were assessed by conceptual coding of archival materials (speeches and interviews). Comparison subjects evidenced unmitigated agency (agency as a means to an end and an end unto itself). In contrast, moral exemplars evidenced strong integration of self-promoting agency and other-promoting communion, with agency expressed as a means to an end of communion. These findings imply that the tension between agency and communion can be adaptively reconciled in mature moral functioning.

The 'Dutiful-Kind' Spirit: the Groundwork of Family Moral Education Presenters: WANG Chang-zhu and MAO Jian-ru, Taiyuan University of Science and Technology, P.R. China Traditional Chinese society attached great importance to parenthood, and regarded 'being dutiful to parents' and 'being kind to children' as the basic ethical norms. The reason why these ethical norms were established and could play their parts effectively was that there existed the immanent support of the dutiful-kind spirit.

Since the year 1840, Chinese history has seen three transitions in family ethics, and the dutiful-kind spirit has been snubbed and criticised, being seen as an embarrassment. As a matter of fact, the dutiful-kind spirit is rooted in anthropological history, with the result that Chinese ancestors chose it according to their value selfconsciousness. We argue this is not only fit for traditional society. but also fit for modern society, and thus can be the groundwork for family education. Therefore, it is necessary to establish a modern dutiful-kind spirit.

Some Perspectives on Democratic Education: an Analytic Study of Textbooks Based on the Historical Evolution of Taiwan Presenter: Chin-Cheuh WANG, Taiwan Normal University, Taiwan The purposes of this study were to explore the effect of colonial education In Taiwan during the period of Japanese government and to complement this with an analysis of the connotation of democracy in the 'citizen and morality' textbooks used in Taiwanese high schools during the period of the Kuomintang government.

By reviewing education policy during the Japanese governing period and the 'morals' textbook and 'citizen and morality' textbooks of the KMT government during the period of abolishing curfew and martial law, we discovered much evidence of anti-democratic education still hidden in textbooks. Adopting the Delphi Technique research method, with the help of scholars and experts, this study compiled a list of democratic and anti-democratic connotations as a major research analysis tool. By reference to these analyses and comparisons, we present the turning points of Taiwanese democratic education and review the developmental conditions.

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Two Empirical Studies Based on the Wisdom Theory of Integrating Intelligence with Morality Presenters: WANG Fengyan, ZHENG Hong and HUANG Yutia; Co-author: WANG Lihao Nanjing Normal University, P. R. China According to the wisdom theory of integrating intelligence with morality, which we have advocated, integrating intelligence with morality is a common psychological quality of all wise persons. We suggest that Chinese people pay more attention to 'moral wisdom' than 'natural wisdom', and do better in moral wisdom in life than natural wisdom. In contrast, Westerners pay equal attention to moral wisdom and natural wisdom, and do well in natural wisdom as well as moral wisdom. In this paper we report on two empirical studies to test these hypotheses: a cross-cultural study on the nomination of wise persons among Chinese and German university st).ldents; and a questionnaire on the nomination of wise and stupid persons among Chinese university students.

We present evidence to support our two key viewpoints.

Is Ertong Dujing a Potentially Viable Form of Moral Education for Children? A Philosophical Investigation Presenter: Jessica Ching-Sze WANG, Chiayi University, Taiwan Ertong (children) Dujing (reciting the classics) refers to a grass-root educational movement in Taiwan and China that makes children recite Chinese classical texts as a means to cultivate their moral sensitivities and develop their moral character. Some see the recitation practice as nothing other than rote learning and criticise it for violating modern, progressive theories of education; others embrace the movement as a timely trend to restore traditional Chinese culture. Due to the constant tension between localisation and globalisation in educational theory and practice, one needs to think beyond mere ideological disputes. This paper examines the prospects as well as the problems of the Ertong Dujing movement by drawing on the works of John Dewey and The Analects of Confucius. Suggestions will be made as to how to make Ertong Dujing a potentially viable form of moral education for children.

Teacher Morality in Mainland China: Evolution and Characteristics-A Policy Text Analysis Presenter: Lijia WANG, Chinese University of Hong Kong, P.R. China In Mainland China teacher morality has been emphasised as an important way to nurture morality in students.

To ensure all teachers possess high quality morality. the Ministry of Education has developed a Code of Vocational Morality for Primary and Secondary Teachers. Using the method of policy text analysis, the evolution and characteristics of the code will be described. Vertical analysis of the texts shows that teacher morality outlined by the Code is an umbrella concept. Although the main content has changed only a little over time, the requested 'moral layeredness' has gradually been reduced. Compared with professional codes of other countries (e.g. USA and UK) from five perspectives, i.e. the agent of development, the language used to state items, morallayeredness, scope of responsibilities and executive procedures, I find that the Chinese Code is an administrative instruction. It emphasises beneficence, moral ideals and extensive responsibilities rather than non-maleficence, moral principles/rules and professional responsibilities. And it is more of a symbol than an enforceable code.

The Neural Basis of Research into Moral Cultivation Presenters: WANG Xinlan and DAI Gangshu, University of Electronic Science and Technology, P. R. China In the modern era, the neural basis of research can promote education reform and improve moral education quality. Several achievements, such as multiple intelligence theories of brain function development and neural synaptic plasticity, the neuro-development environment and brain development phases, could help us explore moral education methods more efficiently. Everyone has the potential of acquiring morality. The potential from the perspective of life science is the human brain. However, this potential is fragile, and the stimulation and development of one's potential needs a supportive environment at different stages oflife. The-study of morality, like aesthetic and intellectual learning, is built on the basis of neural activity. The essence of moral education is to arouse one's latent moral capacity and foster the moral brain. Moral cultivation or education should enabl~ the brain to form the supportive conditions for the development of morality.

Gaining New Insights into guan jiao ( 'lf<ti) in Chinese Moral Socialisation Presenter: Xiao-lei WANG, Pace University, USA Cross-cultural research has identified guan jiao (if~) as a key method in Chinese childrearing. Guan jiao has been defined as governing and caring through education. The study presented explores how guan jiao is practised in moral education in Chinese families. Forty Chinese mother-child dyads participated in the study. The result suggests that Chinese mothers practised guan jiao in several ways. They were highly active in instilling moral values into their young children by frequently initiating interactions related to moral values and by spending time discussing them. They also vigilantly monitored their children by immediately stopping

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their moral transgressions. Moreover, the mothers provided explicit guidance to the children by using both positive and negative examples. This study suggests that guan jiao entails many cultural nuances in Chinese moral socialisation.

The Roles of Openness, Agreeableness and Empathy as Predictors of Tolerance to Human Diversity Presenter: Rivka T. WITENBERG; Co-author: Ninawa BUTRUS, Australian Catholic University, Australia This study aimed to determine the most salient predictors of tolerance to human diversity. One hundred and eighteen individuals aged 20-45 years were recruited. To assess tolerance, participants responded to dilemma-like stories involving holding prejudicial beliefs, talking about them and acting on them. Participants also completed the Openness to Experience and Agreeableness scales from the Big Five Inventory and the Interpersonal Reactivity Index measuring dispositional empathy. Specifically, the results showed that Openness and Agreeableness were the best predictors of the belief dimension; whereas the most salient predictor of speech and act dimensions was Empathic Concern. These findings are not unexpected since holding intolerant beliefs is inconsistent with being an open-minded, cooperative and altruistic individual, and intolerant speech and actions are inconsistent with sympathy and concern for others less fortunate. Undoubtedly, cooperation, altruism and empathy form a basis for moral behaviour and thus tolerance. Implications for moral education will be discussed.

Chinese Young Children's Tendency to Bal<ince Claims to Personal Jurisdiction with Compliance to Adult Authority Presenter: Amanda Mun WONG, Hong Kong Institute of Education, P.R. China; Co-author: Judith SMETANA Four-, 7- and 11-year-olds (n=120) listened to vignettes featuring characters who wanted to do actions that conflicted with parental rules. Desires included behaviour associated with the personal domain: toy activity, creative activity and clothing choice. Scenarios involving moral rules s.erved as a comparison. Chinese children predicted and explained characters' actions and emotions. The preliminary results showed significant increases with age in defending personal choice; especially when the character identified very strongly with the activity choice. Children tended to state that the characters should not break the moral rules to fulfil her /his desires.

Children predicted the character would be unhappy if sjhe had to give up her /his desire to comply with the rule of the mother. Older children tended to justify the characters' violation of the authority's rules by referring to the personal rights of the character. Findings are discussed in relation to the development of self and personal control.

Ren (Humaneness) as :the Foundation of Moral Education Presenter: Meiyao WU, Kaohsiung Normal University, Taiwan

This paper looks at the core idea of traditional Confucianism, Ren (Humaneness), and attempts to broaden its traditional Chinese definition so that it may play a key role in a more universal (multicultural) theory of moral education. First, I will review the traditional Chinese conception of Ren, and the transformation of its classical Confucian meaning in the neo-Confucianism of the Song and Ming dynasties, drawing on an analysis of several classics. Secondly, I will reflect on the problem of China's traditionally Chinese-centric view, that is, its tendency to regard its neighbours (e~g. Mongolians, Tibetans) as barbarians, and the sense in which this may have seemed to contradict the (neo-)Confucian conception of Ren. Thirdly, I reformulate the definition of Ren so that it may include the domain not just of 'other Chinese people' but of 'all others' and 'all other cultures' in our multicultural, increasingly globalising world and I discuss the potential implications for the development of moral education.

The Westernisation of Moral Educational Thought in Modern China (1898-1948): Moral Education and Functional Differentiation Presenter: Meiyao WU, Kaohsiung Normal University, Taiwan This paper investigates the transformation of moral educational thought in modern China (1898-1948) in the light of the Luhmannian sociology of knowledge, which emphasises interaction between the transformation of social thought and changing social structures. Documents analysed for some of their major ideas or themes include some significant journals-e.g. the jaoyu Zhazhi (Educational journal) and Dongdang Zhazhi (Eastern Magazine)-as well as textbooks, translated books and official documents disseminated during the late Qing and Republican periods. Secondly, I looked at the process of differentiation of moral educational concepts in modern China. My hypothesis was that this process is closely related to the processes of westernisation and modernisation, i.e. to the process of the functional differentiation of modern China. Finally, I discuss the transformation of moral educational thought in modern China in the context of a more universal or multicultural conception of moral praxis, and thus the more general issue of the development of moral education in a society.

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Paper Abstracts

Does Media Coverage Shape Attitudes and'Values about Disaster Response? USA Newspapers Reporting about the Japanese Earthquake and Tsunami Presenter: Karen WYCHE, Howard University, USA The 2011 Tohoku earthquake and tsunami was the most powerful one known ever to hit Japan. The aftermath of this disaster resulted in Joss of life, destruction of infrastructure, and several nuclear accidents. These events will be discussed using a content analysis of newspaper coverage from major USA newspapers as to their critique of the Japanese response to the disaster. Of interest is how the newspaper coverage shaped attitudes and values for readers about a Japanese versus a USA disaster response.

Benevolence in Confucianism and the Moral Education of Chinese Youth Presenter: XI Man, Pixian Jinta Training School, Chengdu, P. R. China The breakdown of traditional morals in Chinese youth has become a growing concern. After decades of importing Western ideals, China has become focused on looking outwards for everything, including moral guidance. This has resulted in a decline in the traditional moral system. The value of benevolence in Confucianism teaches tolerance for others through understanding of self, and encourages Jove and kindness from understanding. In times of uncertainty and change, it is often best to look inwards, trace our roots, and reinforce the principles that have defined us. From this point of view this study seeks to illustrate the benefits benevolence in Confucianism as the core value and behaviour principle will have on the moral development of China's future citizens.

Some Reflections on the Important Role Played by the 'Emotional Experiencing' Method in Chinese Character Education Presenter: XIE Kuang Fei, Fudan University, P.R. China The resurgence of character education in America has had great impact upon China's character education in theory and practice. With its emphasis on 'core values', such as respect and responsibility, the character education movement is being paid increasing attention in China. Despite its booming development, there exist many serious problems in character education, among them the lack of truly effective teaching methods.

Traditionally, the main method of teaching character is to inculcate and cram, partially or entirely ignoring and neglecting the essential role of emotions and interactive activities, which are indispensible to the cultivating and shaping of good character. The 'emotional experiencing' character-teaching method focuses on the harmonious combination of the emotions and meaningful interactive activities, complementing traditional character teaching methods. This paper argues for the importance of 'emotional experiencing' and provides some examples in a Chinese context.

To Share or not to Share: Culture, Entitlement and Distributive Justice in Young Children Presenter: XU Jing; Co-author: Pascal BOYER, Washington University in StLouis, USA This study, based on experimental and ethnographical data of Chinese and American pre-schoolers, investigated the effect of entitlement and cultural influences on childre11's fairness understanding. Although the notion of entitlement is the prerequisite for social exchange, in the existing literature on children's distributive justice, the effect of entitlement bas not been systematically examined. The study adapted the experimental protocol on distributive justice o.f Fehr et al., introduced the factor of entitlement and .incorporated a cross-cultural and ethnographic dimension. The behavioural results across the two samples revealed both general similarities and subtle differences of the effect of entitlement. Moreover, children's justifications of their choices in the experiment showed nuanced cultural differences. This study points to problems in the existing research paradigms on children's distributive justice, and suggests new directions for the child fairness research field.

Comparing the Differences and Commonalities between Service Learning in the USA and Social Practice in China Presenter: XU Ruifang, East China Normal University, P.R. China Service learning as a popular term refers to an educational model that combines academic study with social activism and civic service. However, some countries, such as China, use different terms. This paper explores the differences and commonalities between service learning in the USA and social practice in China in the following areas: definitions and objectives, history of development, public support, status in education, effects, forms, national contexts and problems. The comparison gives a different perspective on the understanding of servicelearning/social practice for both the USA and China. Despite the big differences in educational and political systems, service learning and social practice appear to have many similarities. The comparison also tries to show how the educational or service model for youth can be affected by societal factors.

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A Data Mining Approach to Assessing Moral Judgement Development Presenter: Yuejin XU, Murray State University, USA Two types of measures are available in the field of moral judgement development, namely, the interview approach and the selected-response type of instrument. The interview approach is time consuming in terms of data collection and analysis, whereas the selected-response type of instrument is essentially a recognition task.

With the development of data mining technology, it is possible to analyse large written data with less time and more accuracy. The paper reports a study which attempts to develop a data mining algorithm for IBM SPSS Text Analytics for Surveys software to analyse a self-designed Constructed-response Moral Judgement Instrument (CRMJI). Findings from this study will provide information on the validity and reliability of CRMJI, revitalise the interview approach in moral judgement assessment and contribute significantly to the field of automatic text analysis.

'Pride and Prejudice' the Dilemma of Teachers' Partiality to Students from the Perspective of Life History Presenter: XU Yuzhen, WENG Hongbo and JU Xinwen, Capital Normal University. P. R. China From interviews with sampled teachers and students, the paper unfolds the inner conflict of teachers' dilemmas as to their partiality to students, which is aroused by the teacher's identity as a professional or as human being. Interview data collected through teachers' and students' story-telling will be presented in terms of lifestory methodology which is re-interpreted in a broader historical and cultural context and specific school surroundings. The paper does not intend to demonstrate the legitimacy of teachers' partiality to students', nor does it systematically establish discipline to guide teachers' behaviour. It seeks to build an understanding of teachers' and students' personal ethical voices and living moral experience, and gain an insight into how teachers make sense of themselves as moral educators.

'Learning for Realising the Self: in Confucianism: Classical Chinese Moral Cultivation and its Contemporary Value Presenter: YANG Liuxin, Peking University, P.R. China This paper explores the traditional Confucian idea of 'learning for realising the self', a way of moral learning and practice of self-cultivation. First, the notion of 'self' in Confucianism will be discussed. The concept of self is the basis and core of Confucian moral thought. Secondly, I will focus on the Confucian Six Arts of learning, which aim to provide a moral values education and to establish the self's moral subjectivity. Thirdly I will describe the three ways of practising self-cultivation in daily life: cultivating 'xin' (heart-mind) and 'qi' (air), playing roles in the five cardinal relationships, and creating benefits for community. Some key ethical principles will also be illustrated. Finally, the paper will explore the contemporary meaning of the classical Confucian learning of moral cultivation.

On Teachers' Professional Development and the Construction of the Professional Ethics of Teachers Presenter: YANG Qihua, Northeast Normal University. P. ~¡ China In the context of teacher professional development, the professional ethics of teachers is becoming urgent.

The construction of professional teacher ethics requires the understanding of development phases of teachers.

The research reported in this paper focused on how to define the development phases of teachers, and the characteristics of the different phases-entry phase, development phase, re-evaluation phase, steady phase and phase-out phase. Based on this research some suggestions are made as to how to construct professional ethics for teachers in their different developmental phases according to rules of development, across the whole teaching career, especially regarding the 'newest development area' and in a linked up way across the different phases.

Philosophy for Children and Education for Democratic Communication: a Deweyan Perspective Presenter: Ann Tzu-yu YEH, Chiayi University, Taiwan This paper focuses on Dewey's perspectives about a good democratic society, and why the pedagogy, Philosophy for Children (P4C), contributes to the realisation ofDewey's democratic ideal. The paper draws on documentary analysis interpreting existing literature and analysing a P4C class session in an elementary school in Hawai'i.

A Deweyan ideal democratic society is more than a political one. For Dewey a truly democratic society is a society where people, through each give and take of communicating, think for themselves and for others, and it is also a moral one. Through the exchanging and 'conjoint communicated experience' people learn to think and to form reflective thinking. Reflective thinking, according to Dewey, goes with certain character traitsdirectness, open-mindedness, whole-heartedness and responsibility. People who think well contribute well in the society. P4C provides a setting-community of inquiry-for children to have dialogues discussing some

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philosophical issues to enable children to realise how certain philosophical concepts are relevant to them. The discussion helps to develop their social behaviour and character traits, which then potentially contribute to moral development.

The Impact of Taking Theology and Philosophy Classes as well as Engaging in Community Service on Undergraduates' Moral Reasoning Presenter: Di YOU, Alvernia University, USA Utilising the Defining Issues Test-2, the author collected data among college students in both 2007 and 2009 to examine two research questions: (1) what is the impact of taking theology and philosophy classes on undergraduate students' moral reasoning development?; and (2) Does engaging in community service have an impact on students' moral reasoning development? Based on the findings, there is evidence that academic courses in the humanities seem to have a positive impact on moral reasoning development. However, the impact of engaging in community service is inconclusive and future research should examine if specific types of community service might have differential effects on moral reasoning development.

Empirical Research on the Moral Judgement of Adolescents in Hubei Province Based on the Moral Judgement Test Presenter: ZHANG Jing, Wuhan University, P.R. China The Chinese version of the Moral Judgement Test, designed by German moral psychologist Lind, was used with 1933 adolescents aged 12-19 in Wuhan and Xiangfan in Hubei Province. Most participants held an appropriate moral attitude to the dilemma stories; the average C score was 14.70. There was a significant difference according to political affiliation: the C score of the majority was higher than that of the Chinese Communist Party and Communist Youth League members. There was no significant difference by gender, among people who live in rural or urban areas, between middle-school students and college students, between the only child family and families with more children or between different occupations. However, attention still needs to be pald to some specific aspects. Based on this research, the author offers some suggestions for school-based moral education.

Morality in the 21st Century: from the Chinese Perspective of the Unity of Nature and Humanity Presenter: ZHANG Li, Communication University of China, P.R. China Why do we have to do what we are obliged to do? Why do we choose to live a moral life? The purpose of this paper is to explore possible answers to these questions. Modern science has proved that all the celestial bodies orbit along ar) elliptic track Any elliptic orbit has two focal points. By the unity between natme and humanity, the elliptic orbit analogy can be extended to the problem of morality. Human beings in their daily life may also orbit around wo focal points: one is material need; th e other, spiritual need. Living a moral life is the essential content of the spiritual need. Therefore, the celestial harmony inspires our thinking about morality. If human beings can live in the way ascribed by the elliptic analogy, harmonious order can be realised in human society.

The author argues for this position and also draws moral implications from other natural laws.

Moral-Self as a Key Concept in John Dewey's Moral Philosophy Presenter: ZHANG Qifeng, Fudan University, P.R. China This paper focuses on the moral self as a key concept in John Dewey's moral philosophy. The moral self, according to Dewey, is not only cognitive, it includes our whole life and history, for it represents interactions between the self and environments which human beings live in, including natural and social conditions. Moral self thus means life activity, and the premier condition of the life activity is integration of life with its environment. But Dewey's statements and interpretations on this subject are not always organic or consistent due to his long academic career. So, this reconstruction of his concept of moral self contains two different aspects: first, about its generic traits and development; and second, a perspective from virtue ethics which will examine its primary virtues.

How to Make People Believe in and Conform to the Good by Secular Moral EducationExperience from China Presenter: ZHANG Tieyong, Tianjin Normal University, P. R. China In an open society constituted by multi-ethnicity, multi-faith and multi-culture, for peaceful coexistence and to avoid conflicts, people urgently need to develop a secular moral education that transcends the moral education which stands for a. certain culture and belief. In some parts of the world, moral education has long been designated by certain religions, so this kind of resource is relatively scarce. For thousands of years, however,

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,....aper Abstraqs

moral educators in China have explored the way to make people believe in and act for the good without law enforcement or the supervision of God. Consequently, abundant theoretical and practical experience was accumulated, which could be rated as the paradigm of secular moral education. China's experience in secular moral education should be an important resource which makes people believe in and conform to the good, cultivates moral character and ultimately benefits all mankind in this global village.

Development under Stress: Academic Competition and Adolescent in China's Secondary Schools

Friend~hip

Participation

Presenter: Xu ZHAO, Harvard Graduate School of Education, USA Growing up in a world driven by increasing economic competition, how do youth learn to compete and bond with others in the context of school? How is the process shaped by cultural beliefs of competition and institutional structures of education? I address these questions by examining the impact of academic competition on Chinese adolescents' psychosocial experience in friendship. I rely on original empirical data from Shanghai to demonstrate how individualistically oriented competition promoted in Chinese schools creates external conflicts and internal tension between adolescents' motivation to outperform others and their need to be socially engaged in friendships. My study suggests that academic competition structurally deprives adolescents of the social opportunities to form and maintain friendships and challenges their skills and strength to make social decisions that are mutually beneficial.

Volunteer Development in Chinese Universities Presenter: ZHAO Zhenzhou, Hong Kong Institute of Education, P.R. China Volunteerism has increased in China since the 1990s. It received widespread public attention in 2008 when many young people moved voluntarily across the country to take part in the Sichuan earthquake relief efforts.

Their unexpected presence evoked debates over the growth of civil society in China. As China's gross enrolment ratio in high_er education is surpassing 30%, the university functions as an important venue for raising awareness and for voluntary work between youth and communities. The purpose of this paper is to explore the training and development of student volunteers in Chinese universities, mainly by policy analysis and reviews of local surveys among college student volunteers. How do the new volunteering programmes undertaken for college students differ from the traditional altruistic activities such as the 1960s 'Learn from Lei Feng' campaign? How does the Chinese government solve the dilemma of fostering volunteerism among youth and maintaining political and ideological control over them? How do the youth volunteer programmes influence the development of Chinese civil society?

Ecological Citizens: Mode and Moral Meanings Presenters: ZHOU Guowen and ZHANG Mingyang, Beijing Forestry University, P.R. China The ecological mode of citizens is a concrete manifestation of ecological and harmonious social ethics. Ecological citizens shape the connotation of the concept itself by describing the living world and its behavioural logic.

In the context of reality the ecological identity of citizens may encounter obstacles. Being an eco-citizen is a form of citizenship. Citizens range from political, economic, civil, cultural citizens to eco-citizens; the form of the extension of citizenship is in a process of continuous development. To.be an eco-citizen, is a post-modern form of citizenship. If the pre-modern citizenship ignored social trust, modern citizenship neglected the care of nature. Ecological citizens are citizens of the earth, it is a derivative of a globalisation-oriented eco-concept.

Rebuilding the Foundations of Moral Education in China Presenter: ZHU Xiaohong, Capital Normal University, P.R. China The loss of traditional values occurring in the process of social transformation has brought an obvious crisis to moral education in China. For example, e-media and the Internet have brought children into the adult world; both nobility and evil appear before children. Schools have been pushed to an awkward position as.so many social problems drain the social moral resources of school education. It seems that educators have given up the ideals of moral education which they should pursue. The ideal of education ¡is to promote the socialisation of individuals and respect individual difference in the process of socialisation. How should we hold fast to our ideals in this precarious situation? I argue in this paper that, after realising the plight which moral education faces, we should find out the supportive powers of moral education. The rebuilding of the foundation of moral education should start from love education. Love is the motivation of education. Educators with a sense of mission have to realise that having concern for and loving children should become the core value of school education.

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Paper Abstracts

The Moral Ecologies of Aldous Huxley: Neuroscience, Culture and the Moral Education of Citizens Presenter: Ronald ZIGLER, Penn State University, USA Moral education is not limited to schools. Rather, societies are moral ecosystems whereby multiple factors shape moral development. Moral ecosystems include the mass media, as well as our social, political, economic and educational institutions. In Aldous Huxley's visionary novels (Brave New World, Ape and Essence, and Island) we find three distinct moral ecosystems, each of which defines potentials for human social life. Most significantly, contemporary neuroscience indiCates that the moral ecosystems depicted in Huxley's novels reflect the selective activation of different parts of the brain in those citizens who populate these societies, and thereby create and sustain these different moral ecosystems. This presentation will examine the moral ecosystems Huxley depicts and consider not only how each system invokes different patterns of brain functions, but also how elements of.each ecosystem may be found in our world today; thereby clarifying the nature of moral discord and the challenges of moral education.

Culture, Development and Adolescence-Towards a Theory and History of Adolescence Presenter: Boris ZIZEK, Johannes Gutenberg University-Mainz, Germany In a culture-historical study dealing with the novels Robinson Crusoe (Defoe, 1718) and Werther (Goethe, 177 4) I reconstructed the interdependency of rule-practice, rule-consciousness and different forms of social interaction and their influence on the development of adolescence. In the pre-modern world the idealisation of the older generation obstructs interaction among equals. With the emerging modern age the missionary subject who interprets her /his adventurous life as a mission of probation leaves her/his primary group and interacts as a merchant with equals. Rules are now being followed in the absence of the group (practice), yet they are still considered untouchable (consciousness), which marks the transitional phase towards an autonomous morality. Here, adolescence exists only in a seminal state. In the 18th century the romantic subject examines the practices and rules of her /his culture critically and creates an intimate, reinforcing dialogue between peers.

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Making Sense of Conflict: the Role of Social Context, Values and Cultural Norms Chair: Angela BERMUDEZ, Deusto University, Spain

1. Rules of the Culture and Adolescents' Reflections on the Choices they have and the Strategies they use to Deal with Peer Aggression and Social Exclusion in their School Presenter: Silvia DIAZGRANADOS; Co-author: Robert SELMAN, Harvard Graduate School of Education, USA 2. The Discursive Negotiation of Cultural Narratives and Social Identities in Learning about Past and Present Presenter: Angela BERMUDEZ, Deusto University, Spain 3. Human Rights Education, Historical Silence and a 'Culture of Violence' in Guatemala Presenter: Angela BERMUDEZ, Deusto University, Spain; Author: Michelle BELLINO, Harvard Graduate School of Education, USA

Discussant: Helen HASTE, Harvard Graduate School of Education, USA This symposium discusses how school-age students draw on values and cultural norms to make sense of different types of social conflict, and to define their position and choices of action within them. The first paper analyses urban middle-school students' reasoning and choices of action regarding interpersonal conflict in their own school setting. The second paper examines high-school students' understanding of a social-historical conflict of racism and discrimination in the USA. The third paper discusses how urban and rural Guatemalan students understand political conflict in their country. The presenters analyse how youth draw upon values, cultural norms and narratives that are available in their cultural contexts to make meaning of social conflict, and of their role in it. Values are understood as elements of fluid cultural discourse that are communicated and mobilised in social settings, providing to the individual tools with which they negotiate meaning, identity and positions in regard to the conflict at stake. Using such cultural referents, students define what is problematic and what is not, how conflict implicates them, and how they call on their sense of self and social agency.

Towards Fuller Humanity in Moral Education: Our Morale in the Dynamism of Conception, Self-Constancy, Language and Moral Values Chair: Rosa Hong CHEN, Simon Fraser University, Canada

1. The Paradigm Shift and Modern Interpretation: On Chinese Traditional Moral Education Presenter: LI Jia; Co-author: YI Lianyun, Southwest China University, P. R. China 2. Self-constancy and Ethical Identity: Some Implications for Moral Education Presenter: ZHAO Kang, Peking University, P. R. China 3. Understanding the Moral Aspects of Chinese Proverbs in Social Relations Presenters: LIU Xuguo•, WU Jiayib and LIU Jingjingc •ziyang Wuhuang Middle School, Sichuan; bziyang Yanjiang First Middle School, Sichuan; %mmin University of China, P. R. China 4. Reconstructing Moral Excellence and Moral Value in Traditional Chinese Morality Presenter: SHI Liushan, West China Normal University, P.R. China Discussant: Rosa Hong CHEN, Simon Fraser University, Canada This symposium offers an eclectic effort to bring to our attention some educationally important concepts and thoughts concerning moral education. From their respective approaches, the syinposiasts invite us to consider diverse perspectives, insights and theoretical frameworks with the aim of widening the horizon of our moral educational commitment. Drawing on both Eastern and Western philosophers and theorists, the contributors situate their analyses mainly in Chinese educational contexts. The first paper introduces and critiques the concepts of 'paradigm' and 'paradigm shift' as Western-oriented modes of thinking and relates these concepts to the research and practice of Chines~ traditional moral education. The second paper presents a postmodern view of the conception of the self and reaffirms Ricoeur's notion of self-constancy by emphasising its ontological moral nature between subjectivity and inter-subjectivity. The third paper makes a case for Chinese proverbs as providing moral examples for family moral relations, raising educational implications for cultivating individual and collective morality. The final paper reviews traditional Chinese ethics and morality in an attempt to discern their merits for reconstructing a new Chinese value system. The presenters call for Chinese moral education to · fulfil such a task.

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Symposium Abstracts

Educating Values, Spirituality and the Whole Person: Cultivating the Humanity of Teachers and Students Chair: Roger H. M. CHENG, Chinese University of Hong Kong, P. R. China

1. Becoming Values Educators: Values Education Stories of My Students, My Colleagues and Me Presenter: Charis Wing-shan CHEUNG; Author: Jenny Y. Y. THONG, Chinese University of Hong Kong, P.R. China 2. When Students Become Teachers: Putting Theory into Practice in Value Thinking Presenters: May M. L. NG and Lung Chiu CHAN, Chin.e se University of Hong Kong, P.R. China 3. The 'InSpirEd' Project: Introducing Spirituality in School Culture Presenter: Thomas T. T. KWAN, Chinese University of Hong Kong, P. R. China 4. Where Value Meets Life: Reflections on a Hong Kong Government-Commissioned School Development Programme on Life Education Presenter: Roger H. M. CHENG, Chinese University of Hong Kong, P.R. China Being a cosmopolitan city in East Asia, Hong Kong's local culture has been heavily influenced by modern techno-economic globalisation trends, from which our education cannot be immune. In response to the learning needs arising from the changing moral landscape within and beyond the educational settings in Hong Kong, the MA Programme on Values Education (MVE), at the Chinese University of Hong Kong, has taken on a pioneering role in offering professional development opportunities for local teachers since its inception in 2006. Gradually, through the efforts of its teaching staff and students, the MVE Programme has branched out and formed connections with a wider audience, including teachers and students in local schools, as well as the general public. Some may even say that it has evolved into an allied effort endeavouring to counteract the dehumanising educational trends in Hong Kong, which have been reinforced by waves of uncoordinated educational reforms and the dominant capitalistic culture. In this symposium the MVE team of educators-cumresearchers would like to share with moral educators around the world how the humanity, to which we aspire, can be cultivated through different levels of professional engagement in education. The MVE experience may serve as a useful example of how tertiary institutions can get themselves involved, not only theoretically but practically, in cultivating the morality of students and teachers alike. The challenges encountered may also serve as a diagnosis of the educational predicament of the contemporary world.

Religion, Morality and Education: Glasgow Perspectives Chair: James CONROY, University of Glasgow, UK

1. Does Religious Education Work?

Presenter: James CONROY, University of Glasgow, UK 2. Education a:nd Religionless Morality Presenter: Robert DAVIS, University of Glasgow, UK 3. Religious and Moral Education and the School Curriculum Presenter: Stephen McKINNEY, University of Glasgow, UK Discussant: Brian GATES, University of Cumbria, UK Britain has witnessed some significant turmoil in 2011 with widespread rioting and looting by a surprisingly diverse group of citizens, from university students to soldiers. Amidst the hand wringing, the political angst and blame attribution game some stark questions emerge as to the efficacy of UK institutions with respect to child rearing and educational preparation for civic participation. This symposium, drawing on work at Glasgow University, offers three distinctive lenses through which we might view the role of religion and religious education in shaping or failing to effectively support the development of an ethical citizenry. The first paper draws on a three-year ethnographic study of religious education as a social practice and uses a Forum Theatre approach to expose some of the failings of religious education in nurturing the moral life, arguing that such failures are inherent in the very structure of religious education as it has developed in the UK. The second paper argues that many of the disciplinary practices of modern Religious Education are heir to Enlightenment tensions, impacting upon the capacity of the subject to respond dynamically both to the resurgent forms of religious atavism and the material and cultural discontents of global capitalism, but points to resources within contemporary RE from out of which a renewed understanding of the relationship between religion and ethics can yet emerge. The third paper critically examines the adequacy of a non-denominational approach to Moral Education in Scotland and its position within the Religious Education class, examining some of the key principles and the ways in which it has evolved in courses for public examinations and in generic Religious Education classes.

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Symposium Abstracts

A Pattern of Collective Life to Cultivate Morality - A Baha'i Perspective Chair: Rhett DIESSNER, Lewis-Clark State College, USA

1. Goals of a Baha'i Inspired Moral Education Presenter: Rhett DIESSNER, Lewis-Clark State College, USA 2. Cultivating Individual Spiritual Transformation Presenter: Arini BEAUMARIS, University of Newcastle, Australia 3. Baha'i Faith in Action: Learning how to Develop Moral Communities Presenter: Dorothea HANCOCK, Queensland University of Technology, Australia The call to morality is central to the Baha'i Faith, which originated in mid-19th century Persia. Baha'u'llah's teachings hold a broad and far-reaching vision for cultivating morality to establish an ever advancing civilisation. According to the Encyclopaedia Britannica, the Baha'i Faith is the second most geographically and ethnically widespread religion on our planet, with organised Baha'i communities in every country dedicated to the moral development of all people. They serve alongside like-minded groups to morally and spiritually educate the populace. Baha'u'llah's teachings suggest thiJ.t while spiritual guidance is essential, morality cannot be cultivated without deliberate and collective efforts, and the accumulated experience and learning of all people, as individuals, in institutions, and in community. If institutions take responsibility for the achievements of moral education goals, if individuals take responsibility for their own moral-spiritual transformation, and if environments are created in our neighbourhoods to cultivate community moral transformation, as argued and shown in these three papers, then perhaps collectively we can lay the foundation for societies based on both material and spiritual wellbeing for all and achieve lasting peace and prosperity.

Moral Motivation - Contrasting Different Concepts Chair: Karin HEINRICHS, Goethe University Frankfurt/Main, Germany

1. Moral Motivation and Rest's Four Component Model Presenter: Stephen J. THOMA, University of Alabama, USA 2. Measuring Moral Motivation in the Professions Presenter: Muriel J. BEBEAU, University of Minnesota, USA 3. To Bring Will and Reason within the Impulsive Life Presenter: Don REED, Wittenberg University, USA 4. Responsibility-Motivation: a New Construct Presenter: Fritz OSER, University of Fribourg, Switzerland Discussant: Gerhard MINNAMEIER, Goethe University Frankfurt/Main, Germany Though there is a long tradition in research on moral psychology we do not have an appropriate explanation as to why people do not act in line with their moral judgements, especially in morally relevant situations. But in fact they do so every day: in social relations, within the family, in business, in politics or the public domain.

There has been a lively discussion about moral motivation as a concept to bridge the gap between moral judgement and moral behaviour in the tradition of Kohlberg's moral-cognitive approach. Since Rest stated the motivational component to be badly elaborated, different approaches to moral motivation have been emerging.

Four of the currently discussed theoretical, as well as empirical perspectives on this issue will be presented in the symposium in order to initiate a fruitful discussion on how to conceptualise and measure moral motivation.

The first paper refers to empirical research based on moral motivation and moral functioning in line with Rest's model. The second paper points to professional identity as a source for moral motivation in the professions.

The third paper offers a multilevel approach to motivation. And the fourth paper explains responsibility as an important predictor of moral motivation, referring in particular to the Rubicon model of Heckhausen as well as to philosophical approaches.

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Symposium Abstracts

Values in Moral Functioning Chair: Klaus HELKAMA, University of Helsinki, Finland

1. Personal Values and Empathy as Predictors of Care Development among College Students Presenters: Soile JUUJARVI• and Liisa MYYRYh •La urea University of Applied Sciences, Finland; hUniversity of Helsinki, Finland 2. Change in Values and Moral Reasoning during Professional Education Presenters: Liisa MYYRY• and Kaija PESSQh •University of Helsinki, Finland; hLaurea University of Applied Sciences, Finland 3. The Relative Importan-ce of Different Components of Morality in Environmentally Friendly Behaviour Presenter: Ann OJALA, University of Helsinki, Finland

4. Moral Values: a Functional System Approach Presenter: Klaus HELKAMA, University of Helsinki, Finland Values are generalised conceptions of states of affairs and modes of action that we regard as desirable in our lives. They motivate and justify our behavioural choices. Psychologically, individual values can be described as a two-dimensional system in terms of Schwartz's theory. Recent research in cross-cultural psychology suggests that in spite of value diversity, there is also a part-cultural consensus on the importance of values. Drawing on Schwartz's theory, this symposium attempts to examine empirical research on values in relation to central issues in moral psychology and education. How should we define moral values? In what sense are moral values universal or culturally relative? Which values, if any, are related to the ethic of care and its development?

Are there values that predict progress in justice reasoning? Are individuals' value priorities related to their tendency to feel empathy, guilt, or shame? Are emrironmental values moral values? Do mural values predict environmentally friendly behaviour? What role do values play in the judgement-action relationship? What are the implications of these empirical findings for moral education in schools and institutions of higher learning?

A Lesson from the International Civic Citizenship Study (ICCS): the Perception of Asian Students on Political Trust, Religion and Citizenship Chair: Kerry J. KENNEDY, Hong Kong Institute of Education, P.R. China

1. Political Trust among Adolescents in Asia Presenter: Kerry J. KENNEDY; Co-authors: Magdalena M. C. MOK and Michael Y. W. WONG Hong Kong Institute of Education, P. R. China 2. A Case Study of Hong Kong Students' Perceptions of Religion Presenters: Chris H. W. CHEUNG and Kerry J. KENNEDY, Hong Kong Institute of Education, P. R. China 3. Are there 'Asian' Citizenship Values?

Presenters: Kerry J. KENNEDY, Chris H. W CHEUNG and Joseph K. F. CHOW, Hong Kong Institute of Education, P.R. China This symposium will serve as a follow-up session to the other ICCS-related symposium, 'What Can We Learn from the International Civic and Citizenship Study (ICCS)?' This symposium will move from an overview of the ICCS to focus on analysing data from the Asian Regional Module of the ICCS survey. The data are collected from five Eastern and South Eastern societies which have participated in ICCS, namely, Hong Kong, Indonesia South Korea, Taiwan and Thailand. Drawing on an analysis of data from the Main Survey and the Asian Regional Module of the International Civic and Citizenship Study (ICCS) we shall discuss the perception of students from these societies on different perspectives, including political trust, religion and citizenship. The first paper shows how multi-level statistical analyses can reveal the role of schools in building political trust among students in five Asian societies. The second examines the perceptions of Hong Kong students from different religious backgrounds of religion and the impact on students' behaviour. Lastly we consider the responses of students from five Asian societies concerning what are thought to be 'typical' moral and civic issues in Asian contexts (e.g. attitudes towards guanxi, obedience to authority and attitudes towards politicians' personal morality).

New information on Asian students' attitudes is provided and the implications generated suggest further lines of inquiry in more detailed studies across these Asian societies on the ·issues discussed.

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Symposium Abstracts

Sex Education as Moral Education: New Framings, New Contexts Chair: Sharon LAMB, University of Massachusetts, USA 1. The Underlying Ethics in Sexuality Education with Regard to Vulnerable Groups Presenter: Sharon LAMB, University of Massachusetts, USA

2. Ethical Parenting of Sexual Youth Presenter: Laina Y. BAY-CHENG, University at Buffalo, USA 3. Toward a Pedagogy of Ethical, Sexual Pluralisms Presenter: Stephanie TROUTMAN, Berea College, USA Since the 1997 ]ME issue on sex education as moral education, various moral philosophers and researchers have continued to pursue this topic. This symposium brings together scholars in psychology and education to examine the construction of sexuality education today, raise questions with regard to what areas are lacking, and to provide guidance for a future in sexuality education that takes into consideration democratic principles, ethics, social construction of sexuality, and parents' responses to such. The first paper introduces an ethicsbased sexuality curriculum and asks what ethical issues are important in sexuality education with regard to vulnerable groups. The second paper examines how parents can enable the sexual potential and development of youths when social conditions, including classroom sexuality education, might work against these goals.

The third paper demonstrates how, in an undergraduate classroom, an assignment led students to reflect on their sexual education, use that reflection as a basis for new knowledge production, and use the classroom and assignment as a guide toward critiquing previously held beliefs about sex and sexuality. Each of these papers explores ethical issues with regard to sexuality education and brings them into new contexts-with vulnerable populations, with parents, and with a classroom aimed at intersecting. The ethical theme that is threaded throughout each presentation is that of democratic education.

Clamping down on the Happy Victimiser: a Plan for Concerted Action Chair: Gerhard MINNAMEIER, Goethe University Frankfurt/Main, Germany

1. A Proper Moral Stage for the Happy Victimiser and the Inferential Approach to Situation Specificity Presenter: Gerhard MINNAMEIER, Goethe University Frankfurt/Main, Germany 2. The Role of Motivational and Volitional Processes on the Way to Acting Morally-an Action-based View on the Happy Victimiser Phenomenon Presenter: Karin HEINRICHS, Goethe University Frankfurt/Main, Germany 3. The Happy Victimiser Phenomenon and the Central Role of Moral Emotions Presenter: Brigitte LATZKO, University of Leipzig, Germany; Co-author: Eveline GUTZWILLER-HELFENFINGER, PHZ Luzern, Switzerland Discussant: Tobias KRETTENAUER, Wilfrid Laurier University, Canada Several attempts have been made to explain the so-called Happy-Victimiser phenomenon (HV), the most prominent of which is perhaps Nunner-Winkler's hypothesis that children possess all the relevant moral knowledge, but lack the complementary moral motivation. Others, however, have argued that the sharp distinction between cognition and emotion is inappropriate, because they seem to be two sides of the same coin rather than two distinct components of moral functioning. They say that the development of a moral self is the key to both understanding and overcoming happy victimising. However, other explanations are also offered, for example seeing the HV as a form of moral reasoning that is largely equivalent to Kohl berg's Stage 2 in the heteronomous 'Type N form. These different approaches will be tested in a conjoint effort and an integrated and concurrent research design, which is presented in this symposium. The presenters will explain their theoretical stances and develop their empirical hypotheses with respect to the common research design. The first paper takes a cognitive perspective with a stage-developmental explanation; the second an action-based perspective with a volitional explanation; and the third an emotion-theoretical perspective with an explanation based on emotional development.

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Symposium Abstracts

Cultivating Morality through Mentoring Chair: Nancy NORDMANN, National Louis University, USA

1. Mentoring in the Context of Consultation Presenter: Nancy NORDMANN, National Louis University, USA 2. Mentoring in the Context of Graduate Education Presenter: Stephen J. THOMA, University of Alabama, USA 3. Mentoring Junior Faculty in the Context of Academic Colleagueship Presenter: Muriel J. BEBEAU, University of Minnesota, USA Among academics it is not uncommon to hear that not a day goes by without thoughts of a valued mentor. A discussion of mentoring as practised by academics in the field of moral education and development offers the opportunity to examine mentoring informed by a lifetime of research and reflection on morality. James Rest who developed the Defining Issues Test of moral judgement and conceptualised and elaborated the fourcomponent model of moral processes was a valued mentor to a current generation of prominent researchers in moral development and education, who are themselves mentoring the next generation of researchers in the field. Two researchers mentored by Rest and with whom Rest worked closely-Stephen Thoma and Muriel Bebeau-have significant experience from which to engage in an insightful discussion of Rest's work and influence in informing and cultivating morality. The presenters will address the general reach of Rest's work and its specific expression in Rest's mentoring of students and colleagues. The presenters will identify significant elements of Rest's mentoring and philosophy ofmentoring along with the effect of Rest's mentoring on their lives, work and mentoring practices. The presenters will relate outcome effects on the lives and work of their students.

What Can we Learn from the International Civic and Citizenship Study (ICCS)?

Chair: Fritz OSER, University of Fribourg, Switzerland

1. Introduction to ICCS 2009 Presenters: Kerry J. KENNEDY• and Fritz OSERh •Hong Kong Institute of Education, P. R. China; hUniversity of Fribourg, Switzerland 2. Asian Conceptions of Civic Competence Joseph K. F. CHOW and Kerry J. KENNEDY, Hong Kong Institute of Education, P.R. China 3. Levels of Performance: What Does it Mean if Politics and Morality Conflict with Each Other?

Horst BIEDERMANN" and Fritz OSERh •University of Flensburg, Germany; hUniversity of Fribourg, Switzerland This symposium will draw on different perspectives and approaches to analysing the data available from the International Civic and Citizenship Study (ICCS) to study adolescents' citizenship and moral understanding.

We will also evaluate the implications of the results for moral education and moral development in the future.

One part of the symposium will focus on discussion of the five Eastern and South Eastern societies that have participated in ICCS, namely, Hong Kong, Taiwan, South Korea, Indonesia and Thailand. Another part will deal with the European results, especially those from Switzerland and Liechtenstein. We will discuss content issues, measurement issues and the issues of the relationship between civics and morality. In a third part we will also throw light on Rasch modelling problems with respect to civics and morality. The performance levels here-and this may be a fundamental question-may not make sense because of the quality (and not quantity) dimension of morality itself.

The Linnaeus Project: How to Attack Stupidity and Cultivate Morality }Vi thin Teacher Education Chairs: Anna M. TAPOLN and Brigitte LATZKOb •unnaeus University, Sweden; hUniversity of Leipzig, Germany

1. The Linnaeus Project- Background, Aim, Research Activities and Cultivating Morality Presenter: Brigitte LATZKO, University of Leipzig, Germany 2. The Discourse of Xenophobia: a Hindrance for Pre-service Teachers' Global Engagement Presenter: Anna M. TAPOLA; Co-author: Lena FRITZEN, Linnaeus University, Sweden 3. VaKE in Teacher Education Presenter: Alfred WEINBERGER, Private University College of Teacher Education of the Diocese ofLinz, Austria

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Co-authors: Angela GASTAGER• and Jean-Luc PATRYh •University College of Teacher Education Styria, Austria; bUniversity of Salzburg, Austria Discussant: Helen HASTE, Harvard Graduate School of Education, USA The Linnaeus International Project on Integrative Approaches within Teacher Education is a new research initiative with a European basis. The project's overarching aim is to investigate preconditions within teacher education for addressing major threats against humanity and human Jiving conditions-not least in the light of a growing world population of seven billion. This assignment involves aspects of both morality and education as matters of study. The project is linked to the UN Millennium Development Goals and the UNESCO-supported programme called Education for All. The project was initiated in 2009, and is coordinated from Linnaeus University, Sweden. The project involves six partner projects, 21 researchers, 13 European universities, and eight European countries (Austria, Cyprus, Germany, Greece, Norway, Poland, Sweden and Switzerland). The purpose of this symposium is to present and discuss the project as a whole, its background, partner projects, ongoing research activities, and report on two studies that are associated with this framework.

Moral Learning: Integrating the Personal, Professional and Political Meet the authors of the journal of Moral Education's 40th anniversary special issue Chair: Monica J. TAYLOR, Editor ]ME; Institute of Education, University of London, UK Presenters: Dwight BOYD•, Yen-Hsin CHENb, Brian GATES', Helen HASTEd, Ann HIGGINS-D'ALESSANDRO•, Kristjan KRISTJANSSONr, Chi-Ming (Angela) LEEg, LI Maosenh, Gay Garland REEDi, Derek SANKEYi and Sharlene SWARTZk .

•Ontario Institute for Studies in Education, University of Toronto, Canada; hChung Cheng University, Taiwan; <University of Cumbria, UK; dHarvard Graduate School of Education, USA; •Fordham University. USA; runiversity of Iceland, Iceland; 8Taiwan Normal University, Taiwan; hRenmin University of China, P. R. Cl;:!ina; iUniversity of Hawai'i, USA; !University of Sydney, Australia; kHuman Sciences Research Council, South Africa As moral educators we are more used to teaching others and researching their learning and moral development than to reflecting on our own moral learning. We are not just professionals with an interest (and supposedly some expertise) in morality and education, we also have gendered and culturally differentiated personal and professional Jives, in which there are moral issues, puzzles, conflicts. We are situated in diverse political and institutional contexts whilst participating in an interdisciplinary professional field and interacting in an increasingly globalised world. How do we integrate the personal, professional and political in our moral learning? In the ]ME's 40th anniversary special issue, published in September 2011, 15 invited contributors, at different stages in their careers, from a range of disciplinary and cultural backgrounds, and from around the world, offer their academic analytic autobiographical reflections. Through their stories, narratives, analyses, questions and concerns, and across many diverse topics central to moral education, we see how they each · confront their own moral learning-personally, professionally, politically. This session offers an opportunity to meet 12 of the special issue authors, who will each briefly present what they consider to be the key idea of their papers. The audience is invited to comment and to raise questions about the observations, experiences, issues and challenges the 40th special issue authors have generously shared with us and to consider how moral education and the ]ME and our field might, in future, take more account of the interrelation of the personal, professional and political.

40 years of the Journal of Moral Education UME): its Contribution to Moral Education and Development Chair: Stephen J. THOMA, Chair Editorial Board]ME; University of Alabama, USA 1. Introduction Presenter: Stephen J. THOMA, Chair Editorial Board,]ME; University of Alabama, USA 2.JME's Origins, Policies and Practices Presenter: Brian GATES, member of ]ME Editorial Board since 1985 and former Chair of Editorial Board and Trust (1999-2006), University of Cumbria, UK

3. Moral Education Trends- a 40-Year Analysis and Interpretation ofJME (1971-2011) Presenters: Chi-Ming (Angela) LEP and Monica J. TAYLORb •Taiwan Normal University, Taiwan; hEditor ]ME (1976-2011), Institute of Education, University of London, UK 4. An Interview with the Editor- Monica Taylor in Conversation with Brian Gates

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Symposium Abstracts

In this symposium we review and reflect on 40 years of the journal of Moral Education UME), evaluating its contribution and the trends in moral education and development it records. The ]ME's origins and evolving policies and practices will first be outlined as a context for a major project of content analysis of over 1000 articles published in]ME, 1971-2011. The project's objectives were: to discover the trends in moral education (i.e., disciplinary approaches, key topics, research methodologies and educational levels) as represented by these articles; and to demonstrate the international evolution of the journal, through the writings of its contributors and commissioned special issues. We seek to embed this quantitative analysis in a qualitative review of key ]ME documents and interpretation based on the historical memory of the ]ME Editor. These analyses identify important areas of ongoing concern, main research trends, changes over time, and neglected areas of research in the field of moral education and development. We appraise the limitations of the analysis process, offer a critical commentary on our findings and make some suggestions for future research. This presentation will be followed by an interview with the retiring Editor reflecting personally, professionally and politically on 35 years of editing]ME. There will be opportunity for audience questions and comments.

Norms for DIT-2 across the United States from 2005 to 2009 Chair: Stephen J. THOMA, University of Alabama, USA

1. Education/ Age Trends in Moral Judgement: a Norms Report of DIT-2 Presenter: Hong JIANG; Co-authors: Stephen J. THOMA, Yangxue DONG and Wei LIU University of Alabama, USA 2. The Effects of Political Ideology and Religion on Moral Judgement: DIT 2 Norms from 2005 to 2009 Presenter: Wei LIU; Co-authors: Stephen J. THOMA, Hong JIANG and Yangxue DONG University of Alabama, USA 3. Regional Norms for DIT-2 from 2005 to 2009 Presenter: Yangxue DONG; Co-authors: Stephen J. THOMA, Wei LIU and Hong JIANG University of Alabama, USA Defining Issues Test Revision 2 (DIT-2) is one of the most widely used instruments that measures moral judgement-the psychological construct which describes the process that people engage in to determine right or wrong actions in different situations. Since its development in 1998, the normative information for DIT2 schema scores was generated by reporting P score (Post-conventional moral schema score) and N2 index (outperforms the P score for construct validity) across gender, educational level and region within the United States. The current studies not only demonstrate consistency in scoring but also indicate new trends by looking at the archived database housed at the Office for the Study of Ethical Development from 2005 to 2009 (652 datasets and 53261 responses have been included for educational variation; 563 data sets and 46578 responses for regional and political ideology analysis). Generally, educational level and age are consistent predictors for moral judgement explained by P and N2 scores; there are major variations across regions associated with political attitudes and educational level. Moreover, the cross effects of social and political ideology which are divided into different levels indicate new implications for education.

Twenty Years On: New Russian Approaches to Moral Educ_a tion and Character Formation Chair: Tatyana TSYRLINA-SPADY, Regional Open Social Institute, Kursk, Russian Federation

1. Russian Approaches to Developing Children's Subjectivity: Theory and its Applications Presenter: Liubov KLARINA, Russian Academy of Education, Moscow, Russian Federation 2. Developing Interest in Constructive Communication as Part of the High School's Moral Education Presenter: Sergey POLYAKOV, Ulyanovsk State Pedagogical University, Russian Federation 3. College Graduates: New Standards and New Expectations Presenter: Polina PALEKHOVA, Moscow Banking School of the Bank of Russia, Russian Federation In 1992 new democratic Russia adopted a new law 'On Education' which intended to restructure education and make it a 'seedbed of new ideas in a free society', with an orientation towards common human values, openness to the world, child-centredness and child development. Today, the country is revisiting the process, launching a new education reform and discussing another education law that is partially based on the achievements of the past years. Thus it is reconsidering original principles, including basic personal¡and social values, and state education standards, which, in turn, have brought about new approaches to providing school instruction, moral education and character formation, and which, so far, have earned bitter criticism from different social groups.

The chair will briefly introduce and discuss these new approaches and state expectations of school and college

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Symposium Abstracts

graduates. The concept of 'Russian civic identity', based on such values as patriotism, social solidarity, personal and national freedom, trust of people and social institutions, diligence and traditional Russian religions will also be introduced and analysed. The symposiasts will further elaborate and discuss some important researchbased aspects of developing children's subjectivity at the kindergarten-elementary school level, the interest and ability to create and sustain constructive communication among high scqool students, and cultural and professional competencies among college students. The symposium will also allow for interactive discussion with the audience.

Education and Humanism: Linking Autonomy and Humanity Chair: Wiel VEUCELERS, University of Humanistic Studies/University of Amsterdam, The Netherlands

1. A Humanist Perspective on Moral Development and Citizenship Education Presenter: Wiel VEUGELERS, University of Humanistic Studies/University of Amsterdam, The Netherlands 2. Moral Education from a Humanist Perspective Presenter: Maria Rosa BUXARRAIS; Co-author: Francisco ESTEBAN, University of Barcelona, Spain 3. The Moral Side of Education: Helping Teachers to Develop a Moral Perspective on Teaching Presenter: Yvonne LEEMAN, University for Humanistic Studies/Windesheim University for Professional Studies; Co-author: Willem WARDEKKER, VU University Amsterdam, The Netherlands ' Discussant: Fritz OSER, University of Fribourg, Switzerland Education is a moral enterprise that shapes human development. The pedagogical visions of educators can be inspired by different worldviews, cultural experiences and political ideas. Moral values are at stake at the level of educational systems, of schools and of individual teachers. At each of these levels articulations of moral values, pedagogical goals and suggested practices can be made. This symposium brings together authors who are inspired by humanist ideas. Humanism is an open world view that stresses personal autonomy and humanity.

Within humanism there is diversity in thinking, and ideas are developing under different cultural, social and political conditions. Education from a humanist perspective focuses on developing rationality, autonomy, empowerment, creativity, affections and a concern for humanity. This concern for humanity expresses a relation to other people. This social component can range from empathy to solidarity, and from a person's own community to the global world. Appreciating diversity and democracy are humanist ways of living together as human beings. Education supports persons in their development. The presenters in this symposium all address issues of developing autonomy and humanity in educational practices. Each of the papers from Education and Humanism tries to link theory and practice, either by making theoretical ideas more practical or by using practical experiences and concerns to rethink theoretical notions.

Global Citizenship: Negotiating Personal Identity in a World of Multiple Moralities Chairs: Xiao-lei WANG, Pace University, USA and Minkang KIM, University of Sydney, Australia 1. Global Citizenship in the 21st Century: the Contribution of a Hybrid Generation Presenter: Robin SAKAMOTO, Kyorin University, Japan

2. Home-Iessness and the Global Citizen's Moral Compass: a Cognitive Process of Conceptual Integration Presenter: Derek Worley PATTON, University of Melbourne, Australia 3. Life as Journey: in Search/Re-search of My Identities Presenter: Sou Kuan VONG, University of Macau, P. R. China 4. Education of Global Citizens in School and Home Presenter: Vishalache BALAKRISHNAN, University of Malaya, Malaysia Discussant: Derek SANKEY, University of Sydney, Australia Although globalisation brings innumerable benefits, it comes with many challenges. How to deal with the complexity that globalisation entails is a demanding task for global citizens. The middle-voiced theoretical framework can help us in the process. This framework shifts the focus from the subject/object or Ifthem relation to the location of the subjects within their actions. Thinking medially about global citizenship enables us to embrace the notion that we no longer live in an 'either for' society, but a 'both-and-more' global community.

Such an approach acknowledges the challenges of the globalisation process, and allows us to conceptualise globalisation as an ever-evolving and negotiating process, changing us as we involve ourselves in it. As a part of a book project in progress, the¡ authors use their personal global encounters to explore such questions as

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Symposium Abstracts

'What does it mean to be a global citizen?', 'What is the role of each global citizen in contributing to this. dynamic process?', 'How do we negotiate our different worldviews and moral values, and search for common principles underlying all morality?', and 'How do we nurture global citizenship in the school and home contexts?'

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Roundtable Abstracts

Are the Objectives of Moral Education in China and the USA Different or the Same?

Chair: Helen HASTE" Presenters: Helen HASTE", Xu ZHAO•, SANG Biaob and XU Lin Fenb Co-author: Robert SELMAN• •Harvard Graduate School of Education, USA; bEast China Normal University, P.R. China Historically China and the USA have different philqsophies of morality and objectives for moral education. Economic developments in China shifted an emphasis from collective social values to a more individualistic and competitive perspective. The one-child family policy changed learning cooperation with siblings to the peer context, which, however, is affected by competition. Community obligation in China is reflected in the explicit confluence of moral and civic education. A prominent social value is self-regulation. In the USA the ethos of autonomy and individualism also forefronts competition, as well as the importance of expressing one's views, while also promoting mutual support especially in the local community. Self-regulation provides the moral force for an entrepreneurial spirit. These are evident in the agenda of the USA's moral education. Civic education is seen as somewhat separate from moral education; the former is in the public domain, and the latter, the private domain; this is increasingly being questioned. In this roundtable, the presenters will briefly introduce perspectives from their work, which address aspects of these points, leading to open discussion amongst the roundtable's participants about difference and similarity and implications for future education.

Cultivating Citizenship Education Chair and Presenter: Yvonne LEEMAN• Co-author: Willem WARDEKKERb •University for Humanistic Studies/ Windesheim University for Professional Studies, The Netherlands; bVU University Amsterdam, The Netherlands At this roundtable the theoretical principles, design and preliminary results of the first year of a project aimed at developing meaningful citizenship education by small groups of teachers in schools of secondary education in The Netherlands will be presented and discussed. The focus is on realising possibilities for citizenship education grounded in a view of the aims of education that starts from the contribution of education to the development of students into democratic, social, responsible and critical citizens. This project has been inspired by earlier design-based research we conducted into the professionalisation of teachers in moral education.

The aim of the roundtable is to exchange views and insights with people working on or knowing about similar projects. After an introduction into the project questions for exchange and for discussion will be presented to the participants.

Using Moral Education Textbooks in Classrooms Chair: Mayumi NISHINO• Presenters: Mayumi NISHINO•, Vishalache BALAKRlSHNANb, Heesun CHANGe, Yen-Hsin CHENd, Kun Setyaning ASTUT!e, TAN Chuanbaor, LIU Ciling, May M. L. NGh and Sou Kuan VONG; •National Institute of Educational Research, Japan; bUniversity of Malaya, Malaysia; cseoul National University, Korea; dChung Cheng University, Taiwan; eYogyakarta State University, Indonesia; rBeijing Normal University, P. R. China; gShanghai Normal University, P.R. China; hChinese University of Hong Kong, P.R. China; ;University of Macau, P. R. China In conducting a moral education class, textbooks are one of the main resources for teachers and play a key role.

Therefore, developing good textbooks to meet the demands for more interesting and inspiring teaching has been a big concern for educators. Each country and region has developed its own way of exploiting materials and studies have been made on how to utilise them in the classroom as a means to teaching morality and values. In this roundtable discussants are invited to bring along examples of moral education textbooks for primary schools and briefly explain their characteristics. There are also countries and regions where textbooks are not used in the moral education class. We expect that comparing the contents and methods of using textbooks in each country and region will contribute to recognising both common features and also the diversity of textbooks and to identifying issues and tasks we have to tackle for developing good materials in moral education.

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Poster Abstracts

Moral Textbooks Compiled in Chinese Primary Schools: a Reorientation towards Emotions Presenter: BU Qing Gang, Primary School attached to Northeast Normal University, P.R. China From the 1980s until now, moral education textbooks compiled for use in China's primary schools have tended to adopt a rationalistic approach. This tendency has produced a number of drawbacks when used in the classroom. Also, as times have changed, the textbooks using this approach no longer seem to play a purposeful role in students' moral development. To address these problems, an approach emphasising the emotional aspects of morality and moral development has provided an alternative way forward. Our school has conducted a number of experiments over a three-year period, with preliminary results showing the success of this alternative approach, as illustrated in our poster.

Macintyre's Narratives: an Alternative Approach to Narrative Inquiry into Virtues Presenter: Yun-Wen CHAN, University of Wisconsin-Madison, USA This poster presents a study using a narrative approach based on Macintyre's narrative theory, which emphasises a narrative approach that enables researchers or educators to inquire into virtues of specific social roles in a certain era and how these virtues are practised in the social roles. Three salient features of Macintyre's narrative notions may be expounded: narrative as unity, narrative as history and narrative as the quest for intelligibility. These concepts may be extended into three vital features of structural analysis: genre of social role, big events in history and intelligible sequence. These concepts may help teachers to clarify suitable virtues for their students based on their traditions. Take the Hakka community, one of the Taiwanese ethnic groups, as an illustration. Researchers may investigate the social roles and the corresponding virtues of the Hakka community so that these essentials might be integrated into the character education of local schools in Hakka communities.

School Bullying: a Content Analysis ofTaiwanese Newspapers Presenter: Sz-Ming GOU, Taiwan Normal University, Taiwan This poster reports on a study that was conducted over five years, collecting data from the top four newspapers in Taiwan and using content analysis to investigate bullying that occurred at school. The research focused on indentifying why, where and how the bullying occurred, what was done, to whom and when. In general, six types ofbullyingwere identified: physical bullying, verbal bullying, relational bullying, sexual bullying, counter bullying and cyber bullying. Bullying not only results in the victims becoming fearful of attending school, it can also influence their personality development into adulthood. The main purpose of this research is to alert the relevant authorities and teachers to the causes and extent of school bullying, so that concrete policies can be formulated to address the problem.

Dragons and Paragons: a Games-based Learning Approach to Exploring Character Development with Young People through Moral Dilemmas Presenter: Robyn HROMEK, University of Sydney; Australia Games-based learning provides a meaningful, fun way of engaging young people in learning. When crafted to do so, games provide a semi-naturalistic setting for putting moral education into practice. Such games provide an adjunct to textbooks, exhortation and recitation of moral virtues which, on their own, have the potential to lead to thoughtless conformity and at worst, rob young people of the opportunity to cultivate autonomy and self-determination. A 'board game' that explores character development by responding to moral dilemmas in the game will be presented in this poster. It will show how cooperation and pro-social actions are encouraged by the dynamics of the game.

Moral Foundations of USA Character Education Programmes Presenters: Katherine KENDIG and Adam KAY, Dartmouth College, USA Many character education curricula stress moral education as a means of improving ethical behaviour. However, the USA Department of Education's What Works Clearinghouse, an institute for curricular evaluation, provides educators with data-driven recommendations based on character education curricula evaluations that emphasise behavioural improvements while underemphasising changes in cognition that initiate behavioural development. To address this apparent disconnect between moral cognition research and character education, the present study examines how contemporary psychological conceptions of moral cognition are included or ignored by prevalent character education curricula. Many psychologists suggest that moral cognition comprises reasoning, intuition and cognitive control processes, and that it involves conceptual 'moral foundations' of welfare, fairness, loyalty, authority and purity. We use an adapted Moral Foundations Dictionary to examine

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Poster Abstracts

the extent to which character education curricula emphasise each of these cognitive processes and moral foundations. Findings have implications for designing targeted assessments of moral cognition and elucidating links between objectives, learning and behavioural change.

Research on Ethics in Construction: a Systematic Review of the Literature Presenter: On Kay Angel LAW; Co-author: Linda C. N. FAN Hong Kong Polytechnic University, P. R. China Applied ethics plays a vital role in the daily activities of professionals. Academic researchers in the discipline of Construction have conducted ethics-related studies over past decades. Because of the sheer volume and diversity of the literature, a systematic review of the ethics literature in Construction was deemed necessary to provide focus and clarity. This poster is based on an article that provides a review of the debate about ethics in Construction, by developing a categorisation scheme and analysing ten well-known construction-related publications over a time span from 1983 to 2010. The review focuses on the quantity, nature and scope, topical areas and publication outlets found in the publications. The article aimed at extending the discussion of ethics, while also shedding light on the current state of ethics research in Construction literature and identifYing implications for future research.

The Culture Industry: a Comparison of the views of Adorno and Marcuse and Implications for Aesthetic Education Presenter: Pei-Yu LEE, Taiwan Normal University, Taiwan With the arrival of the 21st century, the world stepped into the era of information technology. Human beings through their intellect and wisdom have developed advanced technologies for the betterment oflife. Horkheimer and Adorno claim that the culture industry has a vital influence for people and society. For example, creators regard creations as commodities, so culture has become oriented towards benefit, commercialisation, ideology and standardisation. However, people may also be repressed because of the culture industry. This poster is based on a belief that the arrival of this era of information technology will significantly affect our lives. The aim of the article, on which the poster is based, is to consider the possible impacts this new era might have on aesthetic education, by conducting a literary analysis of the work ofTheodor WAdorno and Herbert Marcuse.

A Study of Rules of Civic Consciousness Presenter: LI Chonghui, Zhengzhou University, P. R. China The maxim 'play by the rules' 'has been increasingly accepted by people and recognised in all areas of human activity since, in the last century, Wittgenstein proposed 'rules of the game' which gave rise to the theoretical focus ¡on rules. According to modern ethics, society cannot do without rules. The rules of society are represented by habit, custom, tradition, moral law and system. From a historical point of view, different times and social structures have produced different rules and cultural philosophies. The history of the formation of traditional rules and cultural ideas has a profound impact on the rule consciousness of modern people. At present China is building a socialist harmonious society. Against this background, issues of how to formulate a modern theory of rules, the correct analysis of the traditional cultural concepts of rules, and the rules of civic consciousness have especially important meanings explored in this poster.

Several Thoughts on Contemporary Chinese College Moral Education Presenter: LIU Han, Peking University, P. R. China Contemporary college moral education should pay attention to the experiences of students and the influences they encounter. The key to making contemporary college moral education effective lies in combining students' internal emotional responses-which are taken as foundational-with external strengthening. In addition, we should take cultivation of a sense of responsibility as the breakthrough point and train the holistic thinking of students in order to enable them to undertake their mission. We should also focus on cultivating students' moral consciousness and their ability for self-discipline in daily life. Moreover, we should put an emphasis on the effects of external forces such as the social system, law and other extrinsic coercive processes. Finally, we should build a good moral and cultural atmosphere, especially in order to speed up the development of a citizenship culture.

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Poster Abstracts

Research on Curricular Moral Education in Colleges and Universities Presenter: MIAO Di, Anhui Normal University, P.R. China Curricular moral education (ke cheng de yu i.f:ifl!Lt$1)) refers to the type of moral education found in schools, where morality is taught through classroom teaching. It is superior to non-curricular moral education (Jei ke cheng de yu ~f.i.f:if!A.$1)) and curricular intellectual education (ke cheng zhiyu i.f:if!. ~~ 1f) in its value orientation and systematic influence. Curricular moral education is the main channel for moral education in colleges and universities in China, playing an indispensable role which needs to be maintained. However, the approach also has weaknesses, including old-fashioned teaching methods and a single teaching focus. It is therefore necessary to develop the favourable factors and improve the unfavourable ones, so that school moral education continues to develop.

Altruistic Behaviour: Engagement, Empathy and the Scrooge Effect Presenters: Kellen MRKVA and Darcia NARVAEZ; Co-authors: Brian BETTONVILLE, Elizabeth MULLEN, Adam PRISTER, Kayla DELGADO, University of Notre Dame, USA How do dispositions and situational factors influence willingness to engage in altruistic behaviour? Triune ethics theory identifies three neurobiological orientations to moral behaviour: Security (self-protective), Engagement (relational presence), Imagination (reflective abstraction). Undergraduates (n=72)-completed several measures of personality, moral identity and empathy before reading books for recordings that would be given to kids at a homeless shelter. Participants were asked whether they would be willing to return for no reward, to record a longer book. We hypothesised and found that those high on 'engagement moral identity' (p=.053) and empathy (p=.OOS) were more likely to agree to return than those high on 'security moral identity'.

We also had three priming conditions. Although we expected that those primed for insecurity (think about their death) would be less likely to agree to return, the opposite was the case, perhaps because rEtflection on values often accompanies thinking about death ('Scrooge' effect).

The Crying Baby: Moral Identity Influences Moral Perception Presenters: Darcia NARVAEZ and Kellen MRKVA; Co-authors: Adam PRISTER, Brian BETTONVILLE, Elizabeth MULLEN, Kayla DELGADO, University of Notre Dame, USA Previous research on the effects of motivational states on perception found that people motivated to interact with or approach an object reported being closer to that object than people in a neutral or more avoidanceoriented state. Triune ethics theory identifies three neurobiological orientations to moral behaviour. Security is self-protective; engagement focuses on relational presence; imagination uses abstraction from the present moment. When an orientation is active it is postulated to influence perception, which we tested in this study.

Those with high Engagement identity saw the empathy-arousing picture as closer, with a p-value of .038 (n=72).

Additional results are discussed.

Nurturing Ideal Citizens ofthe State ofVirtue: Using Wisdom Stories to Lay the Foundation Presenter: Ralph SINGH, Wisdom Thinkers Network, New York, USA In the USA, moral education has taken a back seat to general subjects. In public schools Religious Studies is limited to social studies rather than stressing moral teachings. This has created a disconnection between religious and cultuJ-al mores and what is taught in schools; and it carries over to society in general, affecting the citizeruy. This poster presents a simple method I have developed of using Wisdom Stories from the world's traditions and cultures to create the framework for a consistent morality between school, home and religious/ cultural centres. These stories are being piloted with school enrichment programmes and religious educators to see whether we can create a shared narrative of common values which nurture our children to become more compassionate, engaged citizens of a truly pluralistic society and achieve social cohesion. Such an approach should work in any country trying to reconcile a secular government with the traditional values and diversity of its people.

Teacher Training Should be Based on Moral Education as the Core Presenter: TAN Xilong; Co-author: WANG Huling, Hubei University of Education, P. R. China Teachers are engineers of human souls. Professional ethics is the core of teacher quality so moral education is important in teacher training universities. Professional moral education runs through teacher training courses, focusing on students' professional ethics education, vocational ideals education, vocational and spiritual education, and professional responsibility education. We can improve professional ethics education in the context of classroom teaching while encouraging student teachers to practise professional ethics education when on teaching practice. This greatly enriches the student teachers and lays a sound foundation for them to build on.

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Poster Abstracts

Building Group Learning Communities to Improve Students' Coexistence Presenter: WANG Huaiyu, Nanshan School affiliated with China National Institute for Educational Research, Beijing, P. R. China The class 'group learning community' is a new model of class management and active participatory learning 'based on cooperation, beyond cooperation'. It is designed to give students access to spiritual growth in multilateral networks, promoting the formation of personal character. 'Community' leaders are democratically elected through competition, the members are voluntary and rules are formulated by the democratic consultation of members within the group. Each member is charged with appropriate duties and the group learning communities compete with other groups from different classes. Through regular peer evaluation, every student in the special community finds a sense of belonging, takes pleasure in being accepted, improves his or her self-concept and makes efforts to better themselves. The poster describes the structure and method of these self-evaluative communities.

The Status and Prospect of Guilt Presenter: WANG Lin, Ningbo University, P.R. China Self-consciousness is one of the most important topics in psychology. Guilt is a highly socialised negative moral emotion, which is produced by evaluating and acknowledging negative events. Guilt may have an important impact on a human being's behaviour and also a close relationship with a person's health and socialisation.

Western psychologists have studied guilt for a long time, but this is not the case in China. This poster will outline my study of the concept of guilt and its measurement. It will also identify issues which are discussed in the study of guilt.

Enlightenment and Germination: the Evolution of Citizenship Education in China Presenter: WANG Xiao-Fei, China National Institute for Educational Research, Beijing, P.R. China Citizenship education (CE) in China is about modernisation and encouraging people to participate in public life individually and freely. It is about enabling people to make their own decisions and to take responsibility for their own Jives and their communities. Citizenship education is always regarded as the 'public' part of moral education in contemporary China. The development of CE in China can be divided into four periods: enlightenment by the West at the end of the Qing Dynasty; development and changes in CE during the period of the Republic of China in the 1920s; the weakening evolution of CE influenced by the anti-Japanese wars and civil wars before the Communist revolution; the revival and reconstruction of CE in Communist China across the 20th century. The history of CE in China through the 20th century shows that it has always been and continues to be the most important way of cultivating Chinese public morality, even though it suffers uncertainties from time to time.

The Moral Character of Young Adolescents and their Development through Values Education in Indonesia Presenter: Sri WENlNG, Yogyakarta State University, Indonesia The research presented in this poster aimed to: (1) develop character building; (2) analyse character building through environmental factors; and (3) reveal the effect of values education through environmental factors that could build young adolescents' character. Teachers and students were given a series of values education story books and asked to engage in a reflective evaluation. Comparison of the classes which experienced the intervention and those which did not was based on t-test analysis. The research indicated that: (1) the reflective evaluation of the teacher reveals 17 life values; (2) according to the students' reflective evaluations the values education cultivated in family, school, with peers and through mass media tends to be quite good; (3) environmental factors have a significant impact on character building when they are paid explicit attention in values education; (4) the character building of the students in the classes which experienced the intervention was greater than that of the students in the classes which did hot experience the intervention.

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Poster Abstracts

Exchanging Among Groups and Classes: a Dynamic Class Structure Approach to Moral Education Presenter: WU Liufang; Co-authors: XU Yan and HU Guoliang, Qiaoqi Experimental Primary School, Jiangyin, Jiangsu, P.R. China This poster presents a moral education experiment that encourages students to study in different groups and classes in order to be educated by latent moral resources from their environments. The dynamic structure is designed to help students become cooperative, competitive, open-minded and capable of zeroing out their developmental burdens in a new environment. These are adaptive qualities for a student's social life, especially for only children and given that they usually stay in the same class for many years. This experiment is organised in three steps: 'happy group exchanges' for Grade One and Two; 'short-term class visiting' for Grade Three and Four; 'campaigning in order to choose classes' for Grade Five and Six.

The Contemporary Predicament of University Moral Education and a Solution Presenter: ZHAI Nan, Yangzhou University, P. R. China Modern universities are regarded as specialist institutions that cultivate high-level talents and pursue specialised higher-level subject learning. In the process of blindly seeking specialisation, however, the object of training talent overshadows the aim of training people; education aimed at doing something replaces education to be human. Moral education relating to the development of educated people is exiled from the universities, and the universities which ought to lead social morality often do not. University moral education faces many difficulties. We should rediscover the mission and spirit of university education in order to find possible solutions to the marginalisation of university moral education.

Promoting and Reducing Academic Competition in China's Secondary Education: Educators' Change of Mind between 1988 and 2008 Presenter: Xu ZHAO, Harvard Graduate School of Education, USA This poster provides an historical perspective on how Chinese educators' conceptualised academic competition and perceived its promotion and regulation in secondary education from 1988 to 2008. In the late 1980s and early 1990s, the Chinese central government initiated massive educational reforms to make schools more accessible, more efficient and more responsive to economic development. Introducing competition mechanisms into secondary education and promoting teachers' and students' consciousness of competition were the major themes of educational reforms. More recently, however, the agenda of educational reforms switched to regulating and reducing academic competition, particularly in primary and junior secondary education. Relying on a thematic analysis of91 journal articles published by Chinese educators, the poster examines whether and how the changes of policy were reflected in educators' conceptu>:~lisations of academic competition and their perceptions of the impact of competition on school and students.

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Cultural Programme

SCHOOL VISIT This is a pre-paid option

Visitto Nanjing Foreign Language School, Xianlin Campus (Monday, 24 October, 8:15am-12:00) School Principal and Organiser: QIAN Tiefeng; NNU Organiser: QI Xuehong Nanjing Foreign Language School, Xianlin Campus, is situated in the central district ofXianlin University Town.

It has a total area of 350 mu, with the school buildings occupying 170 thousand sq. metres. Apart from teaching, residential and dining areas, it also has a sports centre, computer centre, ample internet connections, multimedia centre, technological activity centre, arts and craft centre, a drama centre, and assembly halls which are all incorporated into the best and most up-to-date technology.

The school is well situated, amidst other high-quality educational institutions, thus creating an academic environment which is conducive to learning. It is divided into primary, junior secondary and senior secondary sections and an international high school, comprising 105 classes and a student body of 4044. It accepts students from all over China. It was formally opened on 1 September 2003.

The school's philosophy and method of delivery place an emphasis on creating an ideal environment for the students, appropriate psychological learning situations and promoting good learning habits, in order to foster character-building and nurturing individual qualities of the students.

The school pays particular attention to curriculum design, with special emphasis on the teaching of English, computer-assisted learning, the incorporation of special activities and allowing free choice of subjects in the normal curriculum. The school is about to offer over one hundred optional subjects. Each year, it organises foreign languages, arts, sports, reading, technology as well as speaking festivals.

Special emphasis is placed on classroom teaching, with particular attention to individual learning. The teaching process involves that of joint teacher and student investigations, individual analysis and personal research.

Thus, the school aims to foster democratic, independent and a broad education for equal opportunities.

POETRY The Poets Among Us: an Evening of Original Poetry (Monday, 24 October, 7:45-9:15pm) Organiser and Chair: Gay GARLAND REED You are invited to a very special evening of original poetry on Monday, 24 October, directly following our first dinner together. Please join the 'The Poets among Us' who will gather to read original poetry. Presenters will share work, some related to the conference theme, in their native languages as well as English. Among the presenters will be Kristjan KRISTJANSSON, reading in Icelandic and English, and TAN Chuanbao, reading in Chinese and English.

FILM The Linnaeus Project Film Session: The Age of Stupid (Monday, 24 October, 7:30-9:30pm) Presenters: Anna M. TAPOLA and Brigitte LATZKO Our contemporary life is confronted with huge challenges related to a world population of seven billion. Can we provide food and health care for all? At the same time, we are facing climate changes that may threaten large numbers and areas of population. These climate changes appear to be driven by our way of living. How can we confront such gigantic global challenges? What about equity, equality and social justice? There are obviously no simple solutions to these complicated moral problems. This showing of the film, The Age of Stupid, is a prelude to a symposium in which we provide a detailed presentation of The Linnaeus Project, in which we address moral issues that are related to the survival of humanity, Nature, and our pluralistic globalised world. The film consists of both fiction and documentary. The fictional futuristic narrative poses the question: Why didn't we save ourselves when we had the chance? The documentary comprises examples from India, France and the UK, which highlight aspects of ongoing climatic changes threatening our common world. The film is about global challenges for humanity and what future potential scenarios humanity might need to face. The film should be interesting for researchers of moral education from all corners of the world. It is hoped to follow the film with a question and answer session with the film's director, Franny Armstrong, by Skype in London.

HUMAN BEINGS AND NATURE Cultivating Gardens: a Comparative Exploration of Manifestations of Humans and Nature in Korean, Japanese, English and American Gardens (Tuesday, 25 October, 4:00-5:00pm) Presenter: Helena MEYER-KNAPP The Confucian notion of 'self-cultivation' is associated with moral development, including the development o~

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Cultural Programme

proficiency in ritual. Gardens in public parks, at temples and in private homes suggest significant cross-cultural contrasts in how one might conceive of cultivation as daily work. This presentation compares the American yearning for a pure form of nature, as in 'wilderness ethics' and transcendentalist 'nature', with three different models of an unabashedly active human cultivation of nature in Japan, England and Korea. The comparisons will be with (1) A relatively static if seasonal sense of humans in nature, including continuous intimate interventions in the details, in Japan; (2) The fascination with floral display and the 1000 year-old system for registration of human land ownership in England; and (3) the sense of land, both wild and cultivated, as a source of food, evident in Korea.

CALLIGRAPHY Calligraphy (Tuesday 25 October, 7:30-9:00pm) Demonstrator and teacher: Jen-Chieh LIN Did you notice the picture on our postcards and website? This was painted specially for the conference by JenChieh LIN, Professor of Fine Art, Taiwan Normal University, who will be participating in the conference. You have a very special opportunity to learn something of the significance of calligraphy in Chinese culture and try your hand at it in a workshop. As Professor LIN writes, Understand Chinese culture through learning ink painting and calligraphy Discover the secret offour treasures-brush, ink cake, paper, and ink stone Take a meaningful gift to your family-a special product you will create Make a difference with Chinese art during the moral education conference!

Available for up to 30 participants (maximum); please sign up at the Registration Desk. A minimum charge of USD20 applies to cover cost of use of brush, paper; ink; a little more if you get hooked and wish to take the equipment home. ¡

GAMES Moral Games (Tuesday, 25 October, 7:30-8:15pm) Facilitator: Darryl MACER This workshop will illustrate games and exercises that can be used for moral education in different countries in a range of social and environmental circumstances, over a range of ages. How do we promote the creation of ideas for a moral citizen and individuality in an era of globalisation? The workshop will illustrate how the action plans for teaching philosophy developed at high level consultation meetings held across the world in 2010 can be used. through a range of games. In teaching of ethics and philosophy there should not only be theoretical introductions, but also a variety of participatory activities to provide examples of ethical dilemmas, assist learners in ways to resolve dilemmas and identify ethical issues.

Dragons and Paragons: a Games-based Learning Approach to Exploring Character Development with Young People through Moral Dilemmas (Tuesday, 25 October, 9:0'0-9:30pm) Facilitator: Robyn HROMEK A 'board game' that explores character development by responding to moral dilemmas in the game will be presented. Cooperation and pro-social actions are encouraged by the dynamics of the game. During the game players develop their 'Paragon' by collecting character strengths and gain 'karma coins' by helping other players. Players use character strengths to beat the challenges of the Dragons while defusing the whispers of the Shadows (negative thought patterns). Participants will be invited to play.

STORIES Nurturing Ideal Citizens of the State ofVirtue: the Role of Wisdom Stories in Creating a More Compassionate, Pluralistic, Civil Society (Tuesday, 25 October, 8:30-9:30pm) Presenter: Ralph SINGH A session sharing stories from the award-winning Stories to Light Our Way,]ourney to the World of Good, audio CD and study guide of stories from the world's sacred and secular traditions. These resources are being used by educators teaching multi-culturalism and character education in schools, by religious educators wanting to share more about the world's traditions to foster interfaith understanding, and by families who want to nurture good habits in their children. We learn about how people all over the world teach their children values, and also find that they hold these values in common. This leads to a better sense of being global citizens and a greater sense of responsibility for making the world a better place. You are invited to bring your own stories to share.

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Cultural Programme

MUSIC AND SONG Music and Song from Around the World (Wednesday, 26 October, 7:30-9:00pm) Organisers and facilitators: )IN Shenghong and Marfa-Cristina MORENO-GUTIERREZ Come and listen to an impressive line up of talent, including: • Members of the Music Department ofXIAOZHUANG COLLEGE, Nanjing, will play traditional Chinese music on instruments such as Erhu, Suola, Zheng, Yangqing, Bamboo Flute • Lauren GENEVIEVE (aged 12) singing some pieces from Western musical theatre and opera • BAKELI on the Dongbula and singing songs from Xinjiang • Kun Setyaning ASTUTI, Sri WENING and MARYANTI playing Indonesian traditional music on the Angklung • Marfa-Cristina MORENO-GUTIERREZ on Guitar and singing Cielito Iindo, a popular Mexican song-join in the chorus Bring other instruments and come in good voice!

DANCE Traditional Chinese Dance (Thursday, 27 October, 6:00pm and 7:00pm during the Award Ceremony) To open the Awards Ceremony, Rosa Hong CHEN, in traditional costume, specially commissioned for this performance, will dance 'A Beautiful Girl'. And at the end of the ceremony Rosa Hong CHEN and LIU Yunyun, will perform the 'Butterfly Dance' together. These dancers, both from Sichuan, have previously been awarded national prizes for their dancing and this performance has been specially choreographed by their friend, CHE Xiaoxia, a professional dancer and choreographer.

THEATRE Shadow Play (Thursday, 27 October, 8:30pm, during the banquet) Shadow puppetry originated in China in the Han dynasty as a form of story telling and entertainment. Puppets ·made of leather and moved on sticks in front of an illuminated background are used to tell dramatic versions of traditional stories and myths. They create the illusion of moving images. We shall have this very special entertainment during an interval of the banquet.

ACCOMPANYING PERSONS' PROGRAMME (Tuesday, 25 October, Wednesday, 26 October, Thursday, 27 October, 10:00am-12:00) It is hoped to arrange three 2-hour walking tours to nearby sites of interest in the Zijin Mountain area for family and friends accompanying conference participants. These will take place on Tuesday, Wednesday and Thursday mornings 10:00-12:00. They will be informally accompanied by local students, not full guides. A small charge will be made for the students' services and participants will be expected to pay any entrance fees.

Please sign up at the conference registration desk. Gather in the hotel lobby at 10:00am.

POST-CONFERENCE FRIDAY EVENING (Friday 28 October, 5:30pm onwards) For those who will remain in the conference hotel on Friday evening 28 October we shall arrange an informal excursion to downtown Nanjing where we shall eat in a local restaurant. Please sign up at the conference registration desk. Gather in the hotel lobby at 5:30pm.

POST-CONFERENCE ONE DAY TOUR (Saturday 29 October, 8:30am onwards) For those who will remain on Saturday, 29 October it is hoped to arrange a one-day tour (about 1.5hrs each way) to the watertown of Yangzhou, at the junction of the Grand Canal and Yangtze River. Yangzhou was a scholarly, cultural and business centre in the Sui and Tang dynasties and has a network of canals and important gardens. We intend to have the services of an English-speaking guide and will have lunch en route. It is most likely that we shall leave the hotel around 8:30am and return in the early evening. If you are interested in this excursion please contact Monica J. Taylor regarding cost and arrangements.

95

Participant Directory

AGUILERA RAMIREZ, Lariza Elvira Escuela Normal Superior 'Profr. Moises Saenz Garza', Monterrey, Nuevo Leon, Mexico lariaguilera_ens@yahoo.com.mx ALTHOF, Wolfgang University of Missouri-St. Louis, USA althofw@umsl.edu ARAUJO, Ulisses F. University of Sao Paulo, Brazil uliarau@usp.br

COTTEN, Glen Xi'an jiaotong-Liverpool University; P. R. China glenjcotten@yahoo.com

CHAN, Yun·Wen University of Wisconsin-Madison, USA november22.tw@gmail.com

COVALESKIE, John University of Oklahoma, USA jcovales@ou.edu

CHANG, Heesun Seoul National University, South Korea sun0605@hanmail.net

CURTIS-TWEED, Phyllis Medgar Ev~rs College of the City University of New York, USA pcurtistweed@aol.com

ASTUTI, Kun Setyaning Yogyakarta State University, Indonesia kunastuti@yahoo.com

CHANG, Lee Hoon Sultan Idris Education University; Malaysia leehoonchang@yahoo.com

BAI, Heesoon Simon Fraser University, Canada hbai@sfu.ca

CHEN, Bei·Shian Taipei University of Education, Taiwan chenbs@tea.ntue.edu.tw

BALAKRISHNAN, Vishalache University of Malaya, Malaysia visha@um.edu.my

CHEN, Haiqing Shanghai University, P. R. China chenhecher@gmail.com

BAN, Tsunenobo Naruto University of Education, japan bann@naruto-u.ac.jp

CHEN, Hao-bin Nanjing Normal University, P.R. China chenganluo@163.com

BATAGLIA, Patricia Unger Raphael University Estadual Paulista, Brazil patriciaurbataglia@gmail.com

CHEN, Rosa Hong Simon Fraser University, Canada hrchen@sfu.ca

BAY-CHENG, Laina Y. University at Buffalo, USA lb35@buffalo.edu

CHEN, Yen·Hsin Chung Cheng University, Taiwan cysk999@gmail.com

BEAUMARIS, Arini University of Newcastle, Australia arinib@yahoo.com

CHEN, Yi·Lin Academia Sinica, Taiwan noril160@yahoo.com.tw

BEBEAU, Muriel J. University of Minnesota, USA bebeaOOl@umn.edu

CHEN·GADDINI, Min Sah jose State University, USA min.chen@sjsu.edu

BERKOWITZ, Marvin W. University of Missouri-St. Louis, USA berkowitz@umsl.edu

CHENG, Roger H. M. Chinese University of Hong Kong, P.R. China rogercheng@cuhk.edu.hk

BERMUDEZ, Angela Deusto University, Spain bermudez.angela 1 @gmail.com BIEDERMANN, Horst University of Flensburg, Germany horst.biedermann@unifr.ch BIENENGRABER, Thomas Duisburg-Essen University, Germany thomas.bienengraeber@uni-due.de

CHEUNG, Charis Wing-shan Chinese University of Hong Kong, P.R. China cwscharis@gmail.com CHEUNG, Chris H. W. Hong Kong Institute of Education, P.R. China cheunghw@ied.edu.hk

BOCK, Tonia University of St. Thomas, USA tsbock@stthomas.edu

CHOW, Joseph K.F. Hong Kong Institute of Education, P. R. China chowkf@ied.edu.hk

BOYD, Dwight Ontario Institute for Studies in Education, University of Toronto, Canada d.boyd@utoronto.ca

COHEN, Avraham City University of Seattle, Vancouver BC, Canada acohen@cityu.edu

BU, Qing Gang Primary School attached to Northeast Normal University, P.R. China buqg219@nenu.edu.cn

COMMONS, Michael Lamport Harvard Medical School, USA commons@tiac.net

BUXARRAIS, Maria Rosa University of Barcelona, Spain mrbuxarrais@ub.edu CHAN, Francis Nai-Kwok Catholic Education Office, Hong Kong, P.R. China fnkchan@gmail.com

96

CHAN, Lung Chiu Chinese University of Hong Kong, P. R. China lungchiu.chan@gmail.com

CONROY, James University of Glasgow, UK james.conroy@glasgow.ac.uk COOK, Kaye V. Gordon College, USA kaye.cook@gordon.edu COOPER, Bridget University of Sunderland, UK bridget.cooper@sunderland.ac.uk

DAI, Gangshu University of Electronic Science and Technology, P. R. China wangxinlanwxl@163.com DAIGO, Mina Showa Women's University, japan alisa_sense@hotmail.com DAVIS, Robert University of Glasgow, UK robert.davis@glasgow.ac.uk DE RUYTER, Doret VU University Amsterdam, The Netherlands d.j.de.ruijter@vu.ni DIAZGRANADOS, Silvia H~rvard Graduate School of Education, USA sid886@mail.harvard.edu DIESSNER, Rhett Lewis-Clark State College, USA diessner@lcsc.edu DIXON, Sandra Lee University of Denver, USA sdixon@du.edu DONG, Yangxue University of Alabama, USA ydong2@crimson.ua.edu DRAKE, Christopher Association for Living Values Education, Hong Kong chris@livingvalues.net DUCKETT, Laura University of Minnesota, USA duckeOOl@umn.edu DUFFY, Kate University of Sunderland, UK kate.dufty@sunderland.ac.uk ECKENSBERGER, Lutz German Institute for International Educational Research, Germany eckensberger@dipf.de ERICSON, David P. University ofHawai'i at Manoa, USA ericson@hawaii.edu FAN, Weiwei Southwest University of Finance and Economics, P.R. China fanww@swufe.edu.cn FERGUSON, Neil Liverpool Hope University, UK fergusn@hope.ac.uk GAO, Desheng Nanjing Normal University, P.R. China gao6403@163.com

Participant Directory

GAO, Guoxi Fudan University, P. R. China gaogx@fudan.edu.cn

HUANG,Hua University of Macau, P. R. China hhskee@hotmail.com

GARROD, Andrew Dartmouth College, USA Andrew.C.Garrod@Dartmouth.Edu

HUANG, Yutia Nanjing Normal University, P.R. China wall437@126.com

GARZ, Detlef johannes Gutenberg University Mainz, Germany garz@uni-mainz.de

HWANG, Anthony H. Central University, Taiwan hwanghwo@cc.ncu.edu.tw

GATES, Brian University of Cumbria, UK brian.gates@cumbria.ac.uk GOU, Sz- Ming Taiwan Normal University; Taiwan retep1011@pchome.com.tw

INOSE, Takenori Hirosaki University, japan inose@cc.hirosaki-u.ac.jp IWASA, Nobumichi Reitaku Univwersity; japan iwasa 7 SB@reitaku-u.ac.jp

GRZADZIEL, Dariusz grzadziel@unisal.it

JEONG, Changwoo Seoul National University; South Korea jcwwoo@snu.ac.kr

GU, Kansheng Southwest University of Finance and Economics, P. R. China guks@swufe.edu.cn

JIANG, Fei Northeast Normal University, P.R. China and Stanford University, USA hilary4444@yahoo.com

HAN, Hye Min Stanford University, USA xxelloss@ gmail.com

JIANG, Hong University of Alabama, USA hjiangl@crimson.ua.edu

HANCOCK, Dorothea Queensland University of Technology, Australia dorrie.hancock@gmail.com

JIN, Shenghong Nanjing Normal University, P. R. China jinshenghong@njnu.edu.cn

HASTE, Helen Harvard Graduate School of Education, USA helhaste@aol.com HAYDEN, Matthew Teachers College, Columbia University, USA mhayden@tc.columbia.edu HEASLY, Berise Victoria University, Australia berise.heasly@live.vu.edu.au HEINRICHS, Karin Goethe University Frankfurt/Main, Germany heinrichs@wiwi.uni-frankfurt.de HELKAMA, Klaus University of Helsinki, Finland klaus.helkama@elisanet.fi

JONG, Poo Lum johannes Gutenberg University Mainz, Germany jong@uni-mainz.de J0RGENSEN, Gunnar Tyrifjord Videregiiende Skole, Norway gunjorge@online.no JU,XinWen Capital Normal University, P. R. China youpu74@126.com JUNG, Kyung Hwa Teachers College, Columbia University, USA jk2750@columbia.edu JUNG, Soon-Won johannes Gutenberg University Mainz, Germany jsw1214@ hanmail.net

KIM, Hae Jin johannes Gutenberg University Mainz, Germany blueskyO 124@daum.net KIM, Minkang University of Sydney, Australia minkang.kim@sydney.edu.au KIRK MATTEO, Elizabeth Alvernia University; USA elizabeth.matteo@alvernia.edu KLARINA, Liubov Russian Academy of Education, Moscow, Russian Federation lklarina@mail.ru KOOPS, Willem Utrecht University; The Netherlands W.Koops@uu.nl KRETTENAUER, Tobias Wilfrid Laurier University; Canada tkrettenauer@wlu.ca KRISTJANSSON, Kristjan University of Iceland, Iceland kk9@hi.is KWAN, Thomas T. T. Chinese University of Hong Kong, P. R. China catholic_kwan@cuhk.edu.hk KYLE, Judy A. Montreal, Canada judy.kyle@mail.mcgill.ca LAMB, Sharon University of Massachusetts, USA sharon.lamb@umb.edu LATZKO, Brigitte University of Leipzig, Germany latzko@uni-leipzig.de LAU, Paul Wai-Keen Hong Kong International Institute of Educational Leadership, P. R. China wkplau@yahoo.com.hk LAW, On Kay Angel Hong Kong Polytechnic University, P.R. China lawonkay@hotmail.com LEE, Chi-Ming (Angela) Taiwan Normal University, Taiwan t11023@ntnu.edu.tw

HIGGINS-D'ALESSANDRO, Ann Fordham University; USA annhdal@gmail.com

JUUJARVI, Soile La urea University of Applied Sciences, Finland soile.juujarvi@laurea.fi

LEE, Eric Feng-Jihu Chung Cheng University; Taiwan edufjl@ccu.edu.tw

HOLMES, Shawn North Carolina State University; USA shawn_holmes@ncsu.edu

KAMIZONO, Kohtaro Nagasaki University; japan kamizono@nagasaki-u.ac.jp

LEE, Hyo Seon Kangnam University; South Korea cjo garz@uni-mainz.de

HOU, Jingjing Nanjing Normal University, P.R. China betty.houjj@gmail.com

KANEMATSU, Yoshiro Naruto University of Education, japan kanematu@naruto-u.ac.jp

LEE, Pei-Yu Taiwan University; Taiwan kittyv10@ms43.hinet.net

HROMEK, Robyn University of Sydney, Australia robyn.hromek@det.nsw.edu.au

KAY, Adam Dartmouth College, USA adam.kay@dartmouth.edu

HSIEH, Liang Wei Chung Cheng University, Taiwan ddp0520@gmail.com

KENDIG, Katherine Dartmouth College, USA katherine.kending@dartmouth.edu

LEEMAN, Yvonne University for Humanistic Studies/ Windesheim University for Professional Studies, The Netherlands yam.leeman@windesheim.nl

HUANG, Felix Chun Taiwan Ocean University, Taiwan felixh@hotmail.com

KENNEDY, Kerry J. Hong Kong Institute of Education, P. R. China kerryk@ied.edu.hk

Ll, Chonghui Zhengzhou University, P. R. China serena.lch@gmail.com Ll, Chun Shandong Normal University, P.R. China lichun0308@163.com

97

Participant Directory

Ll, Hueyli University of Akron, USA eee@uakron.edu Ll, Jia Southwest China University, P.R. China 9005142@qq.com Ll, Maosen Renmin University of China, P. R. China limaosen@ruc.edu.cn LI, Tianxing South Western University of Finance and Economics, P. R. China cdltx825@swufe.edu.cn Ll, Yihong Peking University, P.R. China moxiaoyan@pku.edu.cn Ll, Zhi-qiang North China University of Technology, P.R. China Lzq9568@sina-com LIN, Bin Sun Yat-sen University; P. R. China rouyue@126.com LIN, Jen-Chieh Taiwan Normal University, Taiwan lin.jenchieh9@gamail.com LIN, Ming-Dih Chung Cheng University, Taiwan edumdl@ccu.edu.tw LIN, Ying China Executive Leadership Academy, P. R. China Ylin@celap.org.cn LIND, Georg University of Konstanz, Germany georg.lind@uni-konstanz.de LIU, Ciliii Shanghai Normal University, P.R. China lcl640@shnu.edu.cn LIU,Han Peking University, P. R. China hanmingnuanxin@163.com LIU, Jingjing Renmin University of China, P. R. China bld_sdm@126.com LIU,ShanHu University of Electronic Science and Technology, P. R. China wangxinlanwxl@163.com LIU, Wei University of Alabama, USA liuwei_joddy@yahoo.com LIU, Xuguo Ziyang Wuhuang Middle School, Sichuan, P. R. China Lxgzy2006@126.com LoCICERO, Alice Simmons College, USA alice.locicero@gmail.com LOEW, Jennifer RWTH Aachen University, Germany loew@lbz.rwth-aachen.de LONG, Thierry University of Nice Sophia-Antipolis, France long@unice.fr

98

MACER, Darryl Regional Unit for Social and Human Sciences in Asi a and the Pacific (RUSHSAP), UNESCO Bangkok, Thailand d.macer@unesco.org MAGNUSON, Doug University of Victoria, Canada dougm @uvic.ca MAO, Jian-ru Taiyuan University of Science and Technology, P. R. China wangcz12 3@ ruc.edu.cn MARPLES, Roger University of Roehampton, London, UK r.marples@roehampton.ac.uk MARX, Eric Australian Catholic University, Queensland, Australia eric.marx@acu.edu.au MARYANTI Yogyakarta State University, Indonesia elspet_br@yahoo.com MAXWELL, Bruce Universite du Quebec a Trois- Rivieres, Canada bruce.maxwell@uqtr.ca McCART, Christine Black Hills State University, USA christine.mccart@bhsu.edu McKINNEY, Stephen University of Glasgow, UK Stephen.McKlnney@glasgow.ac.uk MENTKOWSKI, Marcia Alverno College, USA marcia.mentkowski@alverno.edu MEYER-KNAPP, Helena Evergreen State College, USA meyerknh@evergreen.edu MIAO, Di Anhui Normal University, P. R. China miaodi1028@163.com MIEDEMA, Siebren VU University Amsterdam, The Netherlands s.miedema@vu.nl MILLER, Patrice Marie Salem State University, USA patricemariemiller@comcast.net MINNAMEIER, Gerhard Goethe University Frankfurt/Main, Germany minnameier@econ.uni-frankfurt.de MORENO-GUTIERREZ, Maria Cristina lnstituto de lnvestigaci6n, Innovaci6n y Estudios de Posgrado para Ia Educaci6n, Mexico mariacristina.moreno@iiiepe.edu.mx MRKVA, Kellen University of Notre Dame, USA kmrkva@nd.edu MUTTA, Shantilal Bharatiya Jain Sanghatana (BJS), India sgmuttha@bjsindia.org MYYRY, Liisa University of Helsinki, Finland liisa.myyry@helsinki.fi

NAPFLIN, Catherine University Fribourg, Switzerland catherine.naepflin@unifr.ch NARINASAMY, Ilhavenil University of Malaya, Malaysia venil69@yahoo.com NARVAEZ, Darcia University of Notre Dame, USA dnarvaez@nd.edu NCUBE, Natasha Association for Living Values Education, Zimbabwe zimbabwe@Jivingvalues.net NEWITT, Christopher S. Okanagan College, Canada cnewitt@okanagan.bc.ca NG,MayM.L. Chinese University of Hong Kong, P.R. China mayng@cuhk.edu.hk NG, Peter Tze Ming Shanghai University, P. R. China peterng.cuhk@gmail.com NG, Agnes Sook Gun Institute of Teacher Education, Penang, Malaysia sgng 2010@yahoo.com NIEMCZYNSKI, Adam Katowice School of Economics, Poland upniemcz@cyf-kr.edu.pl NISHINO, Mayumi National Institute for Educational Research, japan may@nier.go.jp NORDMANN, Nancy National Louis University, USA nnordmann@nl.edu NUSSBAUMER, Martina University of Salzburg, Austria martina.nussbaumer2@sbg.ac.at OHNISHI, Fumiyuki Yokahama City University, japan fumi1940@gmail.com OJA, Sharon Nodie University of New Hampshire, USA sno@cisunix.unh.edu OJALA, Ann University of Helsinki, Finland ann.ojala@helsinki.fi OSER, Fritz University of Fribourg, Switzerland fritz.oser@unifr.ch OSHITANI, Yoshio Showa Women's University, Japan oshitani@swu.ac.jp PALEKHOVA, Polina Moscow Banking School of the Bank of Russia, Russian Federation ppalehova@gmail.com PANT,Hema Indira Gandhi National Open University, India panthema@gmail.com PARK, Gyun Yeol Gyeongsang National University, South Korea pgy556@paran.com

Participant Directory

PATTON, Derek Worley University of Melbourne, Australia derekpatton19@gmail.com

SINGH, Ralph Wisdom Thinkers Network, New York.

USA ralph@gobindsadan.org

UENO, Tetsu Oyama National College of Technology, japan tueno@sings.jp

PENG, Xiaolan South China Technology University, P.R. China pengirl@163.com

SON, Keang Won Seoul National University, South Korea windyskw@hanmail.net

VAJDA, Zsuzsanna Corvinus University of Budapest, Hungary vajdazsuzsanna@gmail.com

PESSO, Kaija Laurea University of Applied Sciences, Finland kaija.pesso@laurea.fi

SPADY, John Countywide Community Forums of King County, USA jspady@mac.com

VAYDICH, Jenny L. Rhodes College, USA jenny.Vaydich@gmail.com

PETER, Shajimon University of Newcastle, Australia shajimon.peter@uon.edu.au

SPLITTER, Laurance Hong Kong Institute of Education, P. R. China splitter@ied.edu.hk

VEUGELERS, Wiel University of Humanistic Studies/ University of Amsterdam, The Netherlands w.m.m.h.veugelers@uva.nl

STEPHENS, Jason University of Connecticut, USA jason.stephens@uconn.edu

VONG, Sou Kuan University of Macau, P.R. China fedskv@yahoo.com

POLYAKOV, Sergey Ulyanovsk State Pedagogical University, Russian Federation sdpolyakov@mail.ru

SUN, Caiping Nanjing Normal University; P.R. China pinkcloud71@126.com

WALKER, Lawrence J. University of British Columbia, Canada lawrence.walker@ubc.ca

RABIEE,Aii Tarbiat Modares University, Iran alirabiee@csr.ir

SUTORIS, Peter Dartmouth College, USA Peter.Sutoris@Dartmouth.edu

WAN,Junren Tsinghua University, P.R. China junren_wan@yahoo.com.cn

REED,Don .

Wittenberg University, USA dreed@wittenberg.edu

SWARTZ, Sharlene Human Sciences Research Council, South Africa sharlene.swartz@gmail.com

WANG, Chang-zhu Taiyuan University of Science and Technology, P.R. China wangcz 12 3@ ruc.edu.cn

TAJIK, Leila Tarbiat Modares University, Iran tajik_l@yahoo.com

WANG, Chin-Chueh Taiwan Normal University, Taiwan t11005@ntnu.edu.tw

TAN, Chuanbao Beijing Nornial University, P. R. China chbtan@bnu.edu.cn

WANG, Fengyan Nanjing Normal University, P.R. China fywangjx8069@yahoo.com.cn

ROWSE, David The Collegiate Centre for Values Education, UK david.rowse@virgin.net

TAN,Xilong Hubei University of Education, P.R. China 65787539@ 163.com

WANG,Fuyan Shandong Normal University, P.R. China icy8210@126.com

RYU, Yeunsuk Kangnam University, South Korea spastello@daum.net

TANG, Hanwei Shandong Normal University, P.R. China thw305@163.com

SAKAMOTO, Robin Kyorin University, japan rsakamoto@ks.kyorin-u.ac.jp

TAPOLA, Anna M. Linnaeus University, Sweden anna.tapola@lnu.se

WANG, Huaiyu Nanshan school affiliated with China National Institute for Educational Research,PR.China wmdyycj@163.com

SANG, Biao East China Normal University, P.R. China bsang@psy.ecnu.edu.cn

TAYLOR, Monica J. journal of Moral Education, Institute of Education, University of London, UK jmoraled@onetel.com

PIKE, Mark University of Leeds, UK m.pike@education.leeds.ac.uk

REED, Gay Garland University of Hawai'i, USA gay.garland@gmail.com RESH, Nura Hebrew Univesity, Israel msnura@huji.ac.il

SANGSTER, Rachel Routledge journals, Taylor & Francis rachel.sangster@tandf.co.uk SANKEY, Derek University of Sydney; Australia derek.sankey@sydney.edu.au SANKEY, Diana University of Kent, UK d.s.sankey@ kent.ac. uk SCHMIDT, Christopher D. Villanova University, USA christopher.schmidt@villanova.edu SHI, Liushan West China Normal University; P. R. China sls88463@126.com SHU, Yung-ming Hsinchu University of Education, Taiwan yms47@ms52.hinet.net

TELLO SILVA, Daniel University ofBio-Bio, Chile dtello@ubiobio.cl THOMA, Stephen J. University of Alabama, USA sthoma@bamaed.ua.edu TOP, Brent L. Brigham Young University; USA brent_top@byu.edu

WANG, Lijia Chinese University of Hong Kong, P.R. China wanglijiaaaa@126.com WANG, Lin Ningbo University, P.R. China wanglin860@gmail.com WANG, Xiao-Fei China National Institute for Educational Research, Beijing, P. R. China wangxiaofeide@yahoo.com.cn WANG, Xiao-lei Pace University, USA xwang@pace.edu

TROUTMAN, Stephanie Berea College, USA stephanie_troutman@berea.edu

WANG, Xinlan University of Electronic Science and Technology, P. R. China wangxinlanwxl@163.com

TSYRLINA-SPADY, Tatyana Regional Open Social Institute, Kursk, Russian Federation tsyrlina@aol.com

WEINBERGER, Alfred Private University College of Teacher Education of the Diocese ofLinz, Austria alfred_weinberger@gmx.at

TU, Weiming Harvard University, USA & Peking University, P. R. China tuweiming1958@gmail.com

WENG, Hongbo Capital Normal University; P.R. China hbweng@yahoo.com

99

Participant Directory

WENING,Sri Yogyakarta State University, Indonesia riwening@yahoo.co.id

YAO, Ting Ting University of Electronic Science and Technology; P. R. China wangxinlanwxl@ 163.com

WESTERMAN, Wim VU University Amsterdam, The Netherlands west4891 @planet.nl

YEH, Ann Tzu-yu Chiayi University, Taiwan annSBB07031@yahoo.com.tw

WITENBERG, Rivka T. Australian Catholic University; Queensland, Australia rivka.witenberg@acu.edu.au

YEUNG, Kwok Keung Chinese University of Hong Kong, P.R. China kkyeunghk@gmail.com

WONG, Amanda Mun Hong Kong Institute of Education, P. R. China awong@ied.edu.hk

YOU, Di Alvernia University; USA di.you@alvernia.edu

WONG, Lai Yung University of Wisconsin-Madison, USA laiwongtm@gmail.com WU,Jiayi Ziyang Yanjiang First Middle School, Sichuan, P. R. China WU, Liufang Qiaoqi Experimental Primary School, jiangyin, jiangsu, P.R. China qqzxwlf1@26.com WU,Meiyao Kaohsiung Normal University, Taiwan musinwu@gmail.com WYCHE, James Howard University, USA james.wyche@howard.edu WVCHE, Karen Howard University, USA karenwyche@gmail.com XI, Man Pixian Jinta Training School, Chengdu, P. R. China ximane@yahoo.com.cn XIE, Kuang Fei Fudan University, P. R. China 09110010012@fudan.edu.cn XU, Jing Washington University in St. Louis, USA jingxu1983@gmail.com

ZHAI,Nan Yangzhou University, P. R. China jyzhainan@163 .com ZHANG,Jing Wuhan University; P. R. China anjingor@126.com ZHANG, Li Communication University of China, P. R. China zhangli_cuc@126.com ZHANG, Mingyang Beijing Forestry University; P. R. China mingyangshimei@163.com ZHANG, Qifeng Fudan University, P. R. China dauszh@gmail.com ZHANG, Shuang Mei University of Electronic Science and Technology, P. R. China wangxinlanwxl@163.com ZHANG, Tieyong Tianjin Normal University, P.R. China zhanglaoshiOOl@yahoo.com.cn ZHAO,Kang Peking University, P. R. China kangzhao.mail@gmail.com

XU, Lin Fen East China Normal University, P.R. China xulflS@hotmail.com

ZHAO, Xu Harvard Graduate School of Education, USA xuz930@mail.harvard.edu

XU, Ruifang East China Normal University, P. R. China rfxu@dlps.ecnu.edu.cn

ZHAO, Zhenzhou Hong Kong Institute of Education, P. R. China bnuzzz@gmail.com

XU,Yuejin Murray State University, USA yxu@murraystate.edu XU, Yuzhen Capital Normal University; P.R. China yuzhen6@hotmail.com

100

YU,.Tianlong Shan dong Normal University, P.R. China tyu@siue.edu

ZHENG, Hong Nanjing Normal University, P.R. China Zhenghongnj2007@163.com ZHOU, Guowen Beijing Forestry University, P.R. China guowenzhou@126.com

YANG, Chao South China University of Technology, P.R. China ychcharles2 003 @yahoo.com.cn

ZHU, Xiaohong Capital Normal University; P.R. China tao6668@126.com

YANG, Liuxin Peking University, P. R. China newman@pku.edu.cn

ZIGLER, Ronald Penn State University, USA rlz2@psu.edu

YANG, Qihua Northeast Normal University; P.R. China youngqihua@yahoo.com.cn

ZIZEK, Boris Johannes Gutenberg University-Mainz, Germany zizek@uni-mainz.de

ZONG, Wen Bin Northeast Normal University, P.R. China buqg219@nenu.edu.cn

Notes

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Personal Conference Planning Guide

24 Oct (Mon) 7:00- 8:00am

26 Oct (Wed)

25 Oct (Tue)

Breakfast

Breakfast

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Refreshments

Plenary Session 3

Dwight BOYD

Plenary Session 2

Derek SANKEY

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11:30am- 12:00 12:00 - 12:30pm

Lunch

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Lunch

Opening Ceremony

Lunch

Lunch

[12:15 -1:30pm]

[12 :15 -1:30pm]

[12:30 -1:45pm]

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Parallel Session 7

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AME/APNME &JME Mentoring Session 1

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1:30- 2:00pm

Parallel Session 12

Parallel Session 6

8:00 - 8:30am

1:00- 1:30pm

Breakfast

Breakfast

Breakfast

8:30- 9:00am

28 Oct (Fri)

27 Oct (Thu)

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AME Kohlberg Memorial Lecture

Parallel session 9

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Parallel Session 1

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Parallel session 10 [3:20- 4:20pm] Parallel Session 11 [4:30- 5:30pm]

Cultural Parallel Session 5

5:00 - 5:30pm

Break

5:30- 6:00pm 6:00 - 6:30pm

[5:15- 6:15pm] Dinner

6:30- 7:00pm Dinner

Dinner 7:00- 7:30pm 7:30- 8:00pm 8:00- 8:30pm

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AME, APNME, JME Awards Reception [6:00- 7:15pm]

Chinese Banquet

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