Abstract
The author is concerned with the idea of a moral educational progress: how to conceptualize a moral education which will enable and produce the complex formation of moral sense in a young person. A ‘triforial’ theory of moral education is proposed. Changes in the development of moral educational psychology over the last four decades of the twentieth century are discussed, and some salient principles and processes outlines. These include overcoming the judgement-action hiatus, the Round Table model, and the Just Community School model.
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