School Management and Moral Literacy: A Conceptual Analysis of the Model

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dc.contributor.authorSagnak, Mesut
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2012
dc.departmentNiğde ÖHÜ
dc.descriptionValues Education Symposium -- OCT 26-28, 2011 -- Eskisehir, TURKEY
dc.description.abstractThe aim of this study is to analyze the moral literacy model developed by Tuana; discuss the superiorities and limitations, and constitute the theoretical conditions of a new model by utilizing previous researches and theories asserted about this subject. The model has stated that moral literacy is composed of three main components as ethics sensitivity, ethical reasoning skills and moral imagination, and these components involve at least three components, as well. In this study, it has been claimed that moral sensitivity includes both the cognitive and affective processes, and it has been suggested that a subcomponent about affect should be clearly included. It has been stated that Tuana's characterizing the moral intensity as a subcomponent of ethical sensitivity can be criticized; some researches asserted that moral intensity has relation with moral judgment and moral intention as much as it is related with moral sensitivity, and therefore; moral intensity can be regarded as a surrounding component effecting main components during ethical decision. In the model, it has been stated that handling virtue ethics, which is put forth as a criteria, within the moral judgment is open to criticism, as it is a concept more about behavior and fulfilling the action. It has been suggested that moral imagination, the third component of moral literacy, has a common quality effecting element of this process rather than effecting main components or subcomponents, like moral intensity. It has been determined that Tuana did not clearly state any component related to behavior, and so it has been suggested that moral intention, which is a component about action, can take place as a main component in this model.
dc.description.sponsorshipEskisehir Osmangazi Univ
dc.identifier.endpage1430
dc.identifier.issn1303-0485
dc.identifier.issue2
dc.identifier.scopus2-s2.0-84865363823
dc.identifier.scopusqualityN/A
dc.identifier.startpage1425
dc.identifier.urihttps://hdl.handle.net/11480/4595
dc.identifier.volume12
dc.identifier.wosWOS:000305930000014
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorSagnak, Mesut
dc.language.isoen
dc.publisherEDAM
dc.relation.ispartofKURAM VE UYGULAMADA EGITIM BILIMLERI
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectMoral
dc.subjectEthic
dc.subjectMoral Literacy
dc.subjectSchool Management
dc.subjectEducational Leadership
dc.titleSchool Management and Moral Literacy: A Conceptual Analysis of the Model
dc.typeArticle

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