Moral Identity, Moral Autonomy, and Critical Thinking

  • Perry L. Glanzer
  • Todd C. Ream
Chapter

Abstract

Any approach to moral education must face the potential criticism that it reduces student freedom or perhaps may fail to foster critical thinking. While approaches to moral education rooted in Christian humanism often face this complaint, we must recognize that even less than human approaches face this danger. To help illustrate our point, in the first part of this chapter we will consider one of the most basic forms of moral socialization that universities use to preserve the most basic moral tradition in the university—the honor code. Even at this most basic level of the life of a university, the tension between socialization into a particular identity tradition and the preservation of autonomy and critical thinking will exist.

Keywords

Critical Thinking Moral Development Moral Identity Moral Education Good Student 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Notes

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Copyright information

© Perry L. Glanzer and Todd C. Ream 2009

Authors and Affiliations

  • Perry L. Glanzer
  • Todd C. Ream

There are no affiliations available

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