Moral Education in and for Virtual Spaces

Rachel Siow Robertson, Matthew Kuan Johnson

Research output: Chapter in book/report/conference proceedingChapter


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
Number of pages29
ISBN (Electronic)9781009170291
ISBN (Print)9781009170307
Publication statusPublished - Jun 2023

User-Defined Keywords

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


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