Moral Education in and for Virtual Spaces

Rachel Siow Robertson, Matthew Kuan Johnson

    Research output: Chapter in book/report/conference proceedingChapter

    Abstract

    This chapter describes and expands upon virtue ethical and virtue theoretical approaches to moral education in and for virtual spaces. Building on existing claims that virtual spaces call for new kinds of virtues, we argue that structural constraints make risks and vices especially hard to overcome in these contexts. We organize these constraints around a threefold approach to integrity, according to how they hinder knowledge, self-efficacy, and self-unity. We then turn to positive recommendations for removing these barriers. We outline implications for end users by exploring the need for the development of the “burdened virtues”, applying ideas from Lisa Tessman. We also consider what it would look like for this kind of moral development to be supported by educators, policy-makers, and other leaders within the tech ecosystem. We suggest that the way forward will be to educate for and build spaces in which the online and offline worlds are drawn into closer alignment, supporting integrity in all its forms.
    Original languageEnglish
    Title of host publicationMoral Education in the 21st Century
    EditorsDouglas W. Yacek, Mark E. Jonas, Kevin H. Gary
    PublisherCambridge University Press
    Chapter13
    Pages231-259
    Number of pages29
    ISBN (Electronic)9781009170291
    ISBN (Print)9781009170307
    DOIs
    Publication statusPublished - Jun 2023

    User-Defined Keywords

    • Burdened virtues
    • integrity
    • virtue ethics
    • virtue theory
    • virtual
    • online
    • education

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