Moral Transformation, Identity, and Practice

Standard ways of conceptualizing moral development and measuring pedagogical interventions in ethics classes privilege the growth judgment over sensitivity, motivation, habits by too often conflating improvement with holistic development. I argue here that if we care about students’ construction cultivation their ethical selves, our assessment design principles ought to take seriously transformative possibilities philosophy as a way life be based on more robust account illustrate these through an examination Character Project, which created help students engage own deliberate transformation self-directed, individualized, concentrated practice. Finally, conclude discussion how appropriately fairly assess this kind deeply personal learning.