Year: 2010
Type: article
Abstract: Moral development (growth in personal and social responsibility) was originally a primary goal of highereducation in the United States and continues to be cited in many college catalogs, but few institutionscurrently make a commitment to intentionally addressing personal and social responsibility through thecore experiences of their students (Hersh & Schneider, 2005). The processes of specialization andfragmentation, along with the pursuit of value-free inquiry, have led institutions to retreat from investingin moral development as a component of robust liberal education (McNeel,1994). As "colleges anduniversities are increasingly under pressure to offer educational programs of immediate economicvalue to prospective students" (Lake, 2003, p.21), the ubiquitous catalog goals related to moraldevelopment tend to remain only in vestigial form on most campuses as "orphan outcomes"(Schneider, 2007).
DOI: 10.58809/spbx1566
Authors: Timothy Daughterty, Lisa Johnson, null null, null null
Language: English
Topic: Values and Moral Education
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2992215741