| This inquiry has two primary purposes: to examine and analyze the moral ideals concept as it is articulated in the disciplines of moral philosophy, moral psychology, and character education; and to provide a conceptual and pedagogical framework that connects the moral ideals concept to the activities of the contemporary character education movement.;Chapter Two examines the extent to which the moral ideals concept is employed within contemporary character education strategies. I argue that these strategies largely do not address the function, potency, or pedagogy of the moral ideals concept.;Chapter Three analyzes the explanatory and motivational function of the moral ideals concept as well as its teleological nature and motivational structure. Appropriating a vision metaphor, I define the moral ideals concept as follows: Moral ideals are thought constructions that project our most important moral aspirations; and the more we set our vision on them, the more readily does our moral experience reflect their light.;Chapter Four examines how the moral ideals concept is utilized within psychoanalytic theory, self psychology theory, and cognitive-developmental theory. I conclude that these three traditions maintain that a person's attachment to a set of moral ideals strengthens the formation of a moral system of behavior and motivation that extends beyond a restrictive set of moral prohibitions. Moreover, research has shown that a moral identity may emerge during adolescence that is constructed around active and affective commitments to a set of moral ideals (Blasi, 1993).;The conclusion of this philosophical inquiry focuses on the development of a conceptual framework for the teaching of the moral ideals concept in a public high school setting. I elucidate three separate but interrelated character education strategies: (1) the use of moral narratives; (2) the importance of moral desire in the development of adolescent moral identity; and (3) the development of a "Quest for the Good Life" portfolio. Finally, I discuss the implications of this inquiry for character-education strategies during adolescence. |
