A W A R D S & L E C T U R E S
+ Dr. Lisa Kuhmerker, In Memorium
Dr. Lisa Kuhmerker, Professor, Educator, and Founder of the AME
Dr. Lisa Kuhmerker died April 29, 1998 at the Palliative Care Center at Beth Israel-Deaconess Medical Center in Boston, Massachusetts. Born in Vienna, Austria, Lisa emigrated to the United States in 1938. She lived in the New York City area until the mid-1980's, when she moved to Cambridge to work with Lawrence Kohlberg at Harvard University's Center for Moral Development and Education. In recent years, she divided her time between Cambridge, Massachusetts, Sarasota, Florida and the home she dearly loved in New Lebanon, New York. She was 71 years old.
A graduate of Brooklyn College, Dr. Kuhmerker also received a Masters and a Doctorate of Education and Psychology from Yale University. After several years of teaching at Mills College in New York City, Dr. Kuhmerker became a Professor of Education at Hunter College in New York City, retiring in 1986.
In 1976, she founded and served as the first president of the Association for Moral Education, which is dedicated to bringing together professionals interested in the moral dimensions of educational theory and practice. The Association established the Kuhmerker Award in her honor, in 1982, to recognize individuals who have made outstanding contributions to the field of moral education.
Dr. Kuhmerker established the Moral Education Forum and was its editor for twenty years. She was also on the Board of the Journal of Moral Education in England, published several books on the theory and practice of moral education and traveled extensively to work with educators all over the world, including those in the former Soviet Union.
Dr. Kuhmerker was a member of the Harvard Institute of Learning in Retirement.
Lisa is survived by her loving companion, Kingsley Sanders; her children, Kathryn Kuhmerker Appel of Niskayuna, New York and Peter Kuhmerker of Alexandria, Virginia and their spouses Steven Appel and Lynne Kuhmerker; her three granchildren, Carolyn, Lauren and Jared; and, her sister, Doris Marmorek of Jackson Heights, New York.
In 1997, Lisa established a charitable foundation to foster activities that would make the world a better place in which to live. It was her hope that this foundation would give individuals the "gifts of time" they needed to bring this about. In recognition of her wishes, her family requests that donations be made to the Gifts of Time Charitable Foundation, 2452 Hilltop Road, Niskayuna, New York 12309.
Kuhmerker Dissertation Award
The Association for Moral Education gives an annual award for an outstanding doctoral dissertation. The Kuhmerker Dissertation Award is intended to give recognition and commendation to a dissertation addressing moral cognition, moral development, moral functioning, and/or moral education. Deadline to apply is mid-March.
+ Past Kuhmerker Dissertation Award Recipients
2015 Rachel Wahl, University of Virginia, Charlottesville USA, Learning norms or changing them? State actors, state violence, and human rights education in India.
2014 Wouter Sanderse, Radboud University Nijmegen, The Netherlands, Character Education:
A Neo--Aristotelian Approach to the Philosophy, Psychology and Education of Virtue
2013 Matthew J. Hayden, Columbia University, New York, Cosmopolitan Education and Moral
Education: Forging Moral Beings Under Conditions of Global Uncertainty
2012 Eveline van Vugt, University of Amsterdam, Moral Development and Juvenile Sex
2011 No award
2010 Scott Seider, Harvard Graduate School of Education, Engaging adolescents from
privileged groups in social action
2009 Graham McDonough (PhD, University of Toronto), The Moral and Pedagogical
Importance of Dissent to Catholic Education
2008 Sharlene Swartz (PhD, Cambridge University), The moral ecology of South Africa’s
2007 Caroline Maclaine Guzman (PhD, Fordham University), Moral Judgment and Truancy in
2006 Maria Sciaino (EdD, University of Central Florida), for a dissertation in
English, Presuppositions in Moral Education Discourse: Developing an Analytic
Framework and Applying it to Several Moral Education Traditions
Karin Heinrichs (PhD, Johannes Gutenberg Universtät Mainz), for a dissertation in a
language other than English, Judging and Acting: A Process Model and Its Moral
2005 Bryan Sokol (PhD, University of British Columbia), Children’s Conceptions of Agency and
Morality: Making Sense of the Happy Victimizer Phenomenon
2004 no award
2003 Christopher H. Anderson (PhD, University of Minnesota), for a dissertation in English,
The Rhetoric of Republican Education and the Teaching of Politics in American Schools,
2002 John Tyler Binfet (PhD, University of British Columbia), for a dissertation in English, The
Effect of Reflective Abstraction Versus Peer Focused Discussions on the Promotion of
Moral Development and Prosocial Behavior: An Intervention Study
Gerhard Minnameier (PhD, Johannes Guttenberg University of Mainz), for a dissertation
in a language other than English, Entwicklung und Lernen kontinuierlich oder
diskontinuierlich? Grundlageneiner Theorie der Genese komplexer kognitiver Strukturen
(Development and Learning: Continuous or discontinuous? Fundamentals of a theory
about the genesis of complex cognitive structures) and Strukturge nese moralischen
DenkensEine rekonstruktion der Piagetschen Entwicklungslogik und
ihremoraltheoretischen Folgen (Structural genesis of moral thinking: A reconstruction of
Piaget's development logic and its moral theoretical consequences)
2001 M. Kyle Matsuba (PhD, University of British Columbia), for a dissertation in English,
Caring for Their Community: Study of Moral Exemplars in Transition to Adulthood
Gunter Becker (PhD, Frien Universitat Berlin), for a dissertation in a language other than
English, Kohlberg und seine Kritiker in der Moralpsychologie: Eine
forschungsgeschichtliche Analyse (Kohlberg and His Critics in Moral Psychology: An
Historical Research Analysis)
2000 Karl H. Hennig (PhD, University of British Columbia), Mapping the Care Domain:
Conceptualization, Assessment, and Relation to Eating Disorders
1999 no award
1998 Elena Mustakova Possardt (PhD, University of Massachusetts at Amherst), The Ontogeny of Critical Consciousness
1997 Daniel James Vokey (PhD, University of Toronto), Reasons of the Heart: Moral Objectivity and Moral Education
Lene Arnett Jensen (PhD, University of Chicago), Different Habits, Different Hearts:
Orthodoxy and Progressivism in the United States and India
1995 John Harrison Taylor (PhD, University of British Columbia), Moral Climate and the
Development of Moral Reasoning: The Effects of Dyadic Discussions between Young
1994 Mary Louise Arnold (EdD, Harvard University), The Place of Morality in the Adolescent
1993 Marion Mason (PhD, Ohio State University), The Role of Expanded Social Participation in
the Transition from Stage 3 to Stage 4 Moral Judgment in Late Adolescence and
1992 no award
1991 Marilyn Sterner Keat (PhD, Pennsylvania State University), Moral Education: Toward New Foundations in the Hermeneutic Synthesis of Aristotle and Kant
1990 Kathleen Chafey (PhD, University of Minnesota), An Exploration of the Linkages among
Selected Components of Moral Behavior
1989 Dawn Ellen Schrader (EdD, Harvard University), Exploring Metacognition: A Description
of Levels of Metacognition and Their Relationship to Moral Judgment
1988 Deborah Deemer (PhD, University of Minnesota), Moral Judgment and Life Experience
1987 Jyotsna Vasudev (PhD, University of Pittsburgh), A Study of Moral Reasoning at Different Life Stages in India
1986 Stephen Joseph Thoma (PhD, University of Minnesota), Improving the Relationship
Between Moral Judgment and External Criteria: The Utilizer and Non Utilizer Dimension
Gil Noam (EdD, Harvard University), Stage, Phase and Style: Developmental Dynamics of
Self and Morality
1984 Cheryl Armon (EdD, Harvard University), Ideas of the Good Life: A Longitudinal/Cross Sectional Study of Evaluative Reasoning in Children and Adults
1983 John R. Snarey (EdD, Harvard University), The Social and Moral Development of Kibbutz
Founders and Sabras: A Cross Sectional and Longitudinal Cross Cultural Study
+ Submission Instructions
Association for Moral Education Kuhmerker Dissertation Award
The Association for Moral Education gives an annual Kuhmerker Dissertation Award for an outstanding doctoral dissertation (e.g., Ph.D., Ed.D., Psy.D. etc.). The annual award gives recognition and commendation to doctoral students addressing work that informs, develops, or relates to the understanding of moral development, moral functioning or moral education. The AME invites submissions from all fields, including psychology, philosophy, pedagogy, and cultural studies. The AME invites dissertations in both English and in languages other than English, and from recent doctoral students of any nationality.
Authors do not need to be a member of the Association to receive the award, but we would like the recipient to attend the AME annual conference for a formal presentation. The award includes an attractive plaque and, if the recipient attends the conference, their conference and banquet fees will be paid by the AME and they will receive $500 to help with hotel and travel expenses. The Award winner will be invited to present their doctoral work in a paper during the Conference. The dissertation must have been completed and the degree awarded within 3 years (36 months) prior to the submission deadline.
The submission deadline is MARCH 15. The committee's decision will be announced publicly and the Award presented, at the next AME conference, which is in NOVEMBER. The submission process is in two parts. By MARCH 15 you are requested to provide a 3000 word summary of the dissertation, in English, in a pdf file. The Dissertation Award Committee will short-list appropriate submissions for progression to the next stage. Those short-listed will be invited to submit their complete dissertation in the original language, as a pdf file.
The Dissertation Committee will draw upon scholars with appropriate language skills to judge dissertations presented in a language other than English, once the short-listing of initial proposals in English is completed.
To submit your dissertation you need to submit the following by MARCH 15:
A letter of introduction, in English, which explains what you consider to be the most important contributions that your dissertation makes to the field. Such contributions may be to theory, methodology, using unusual respondent samples, or addressing particular social or educational policy or practice issues. This should not exceed 2 pages.
A letter in English from your mentor, who will normally have served in an advisory role during your doctoral work, but may exceptionally be someone else familiar with your work.
A 3000 word summary of your dissertation, in English. This should include a summary of your theoretical approach and argument, and if your dissertation is research-based, your methods, your main results and some discussion of their implications.
Details of your contact addresses (mail and email), phone number(s), the dates of your doctoral program and award of degree, name and department of the institution awarding the degree, and the name(s) of your dissertation supervisor(s) and examiner(s), including their institutions.
If you are short-listed, you will be invited to submit your complete dissertation in the original language in .pdf format.
The Dissertation Committee has no restriction on the number of proposals that it may shortlist; judgment will be on quality alone.
Please submit your materials electronically to:
Jan Boom, Chair, AME Dissertation Award Committee email: J.Boom@uu.nl Dept. of Developmental Psychology, Utrecht University mail: PO 80140, 3508 TC, Utrecht, The Netherlands.
Kuhmerker Career Award
The Kuhmerker Career Award recognizes individuals who have made outstanding contributions to the organization and to the field.
+ More Information
The Kuhmerker Career Award recognizes individuals who have made outstanding, long-term contributions to both the Association for Moral Education, in particular, and to the field of moral development, more broadly. Areas of consideration include, but are not restricted to:
Scholarly contribution to the field of moral development and/or education. This could consist of: a) long-standing contributions to ethical theory and philosophy; b) substantial and cumulative empirical contributions to the research literatures in psychology, sociology, anthropology, etc.; c) the development of an assessment instrument or strategy adopted by a significant number of researchers; d) the publication of resource material and critical analyses helpful to researchers and/or practitioners; and/or, e) an innovative educational program adopted by a significant number of practitioners;
Service to AME, such as acting as a board member, office holder, program planner, or major presenter at conferences;
Excellence in teaching and mentoring, including doctoral student supervision, course development and teaching, conceptualization, realization or supervision of educational interventions; and
Special/innovative service to the public, workplace, or education.
This award is not limited to AME members, although involvement in the association is given serious consideration as one of the criteria.
Please contact Ann Higgins D’Alessandro with questions and nominations.
+ Past Career Award Recipients
John Gibbs (2016) Wiel Veugelers (2015) John R. Snarey (2014) Marvin W. Berkowitz (2013) Nobumichi Iwasa (2012) Helen Haste (2011) Robert Selman (2010) Ben Spiecker (2009) No award (2008) Anne Colby (2007) Monica J. Taylor (2006) Norman A. Sprinthall and Lois Thies-Sprinthall (2005) Stephen J. Thoma (2004) Fritz Oser (2003) Wolfgang Edelstein (2002) Augusto Blasi (2001) Ann Higgins D’Alessandro (2000) No awards (1998-1999) Clark Power (1997) Mary Brabeck (1996) Don Cochrane (1995) Lawrence J. Walker (1994) Dwight R. Boyd (1993) No awards (1991-1992) Richard L. Hayes (1990) Muriel Bebeau (1989) Howard Radest (1988) Edwin (Ted) Fenton (1987) Margot Strom and Bill Parsons, Jr. (1986) Marcia Mentkowski (1985) Ralph Mosher (1984) James R. Rest (1983) Lawrence Kohlberg (1982)
Kohlberg Memorial Lecture
The annual Kohlberg Memorial Lecture is in honor of Lawrence Kohlberg for his contributions to the theory and practice of moral education and to the Association for Moral Education.
+ Past Kohlberg Memorial Lectures
2015 Darcia Narvaez (University of Notre Dame), “Indigenous wisdom and organic morality”. Lecture presented at the annual meeting of the Association for Moral Education, Sao Paulo, Brazil.
2014 Nancy Snow (Marquette University, Milwaukee, Wisconsin), “Generativity and Flourishing”. Lecture presented at the annual meeting of the Association for Moral Education, Pasadena, CA
2013 Tariq Moodood (University of Bristol, UK), “Multiculturalism, Interculturalisms and the Majority”. Lecture presented at the annual meeting of the Association for Moral Education, Montreal, Canada
2012 Jonathan Haidt (New York University), “Moral Psychology in the 21st Century”. Published in the Journal of Moral Education, Vol. 42, No.3, 2013, pp. 281-297
2011 Tu Weiming (Harvard University and Peking University, Beijing), "Learning to be Human: the Confucian Way of Moral Reasoning". Lecture presented at the annual meeting of the Association for Moral Education, Nanjing, Chin
2010 James Comer (Yale University), "Morality and Social Justice: The Strategic Location and Function of School". Lecture presented at the annual meeting of the Association for Moral Education, St. Louis, MO
2009 M.H. van IJzendoorn (Leiden University), "There Is More to Morality than Mere Genes. Genetic, Dispositional, and Contextual Determinants of Children's Pro-Social Behavior." Lecture presented at the annual meeting of the Association for Moral Education, Utrecht, The Netherlands.
2008 James Youniss (Catholic University of America), "When morality meets politics in development." Published in the Journal of Moral Education, Vol. 38, No. 2, June 2009, pp. 129-144.
2007 Kwame Anthony Appiah (Princeton University), "Global Citizenship." Lecture presented at the annual meeting of the Association for Moral Education, New York, NY.
2006 Gertrude Nunner-Winkler (formerly Max Planck Institute for Human Cognitive and Brain Sciences, Munich, Germany), "Development of moral motivation from childhood to early adulthood." Published in the Journal of Moral Education, Vol. 36, No. 4, December 2007, pp. 399-414.
2005 Martha Minow (Harvard University), “What the Rule of Law Should Mean in Civics Education: From ‘Following Orders’ Defense to the Classroom.” Published in the Journal of Moral Education, Vol.35, No.2, June 2006, pp.137-162.
2004 Judy Baca (University of California), “The Human Story at the Intersection of Ethics.” Published in the Journal of Moral Education, Vol. 34, No. 2, June 2005, pp. 153-169.
2003 Dwight Boyd (OIOSE, University of Toronto), “The Legacies of Liberalism and Oppressive Relations: Facing Dilemma for the Subject of Moral Education.” Published in the Journal of Moral Education, Vol.33, No.1 March 2004, pp. 3-22
2002 Elliott Turiel (University of California, Berkley), “Resistance and Subversion in Everyday Life.” Published in the Journal of Moral Education, Vol.32, No.2, May 2003, pp. 115-130.
2001 Albert Bandura (Stanford University), “Selective Moral Disengagement in the Exercise of Moral Agency,” Published in the Journal of Moral Education, Vol.31, No.2, May 2002, pp. 101-119.
2000 Richard Pring (Oxford University), “Education as a Moral Practice,” Published in the Journal of Moral Education, Vol.30, No.2, May 2001, pp. 101-112.
1999 Kenneth A. Strike (University of Maryland, College Park), “Liberalism, Communitarianism, and the Space Between: In Praise of Kindness.” Published in the Journal of Moral Education, Vol. 29, No. 2, May 2000, pp. 133-147.
1998 Lawrence Blum (University of Massachusetts, Boston), “Race, Community, and Moral Education: Kohlberg and Speilburg as Civic Educators.” Published in the Journal of Moral Education, Vol. 28, No. 2, May 1999, pp. 125-143.
1997 Carol Gilligan (Harvard University and New York University), “Remembering Larry.” Published in the Journal of Moral Education, Vol. 27, No. 2, May 1998, pp. 125-140.
1996 William Damon and Anne Gregory (Brown University), “A Youth Charter: Towards the Formation of Adolescent Moral Identity.” Published in the Journal of Moral Education, Vol.26, No. 2, May 1997, pp.117-130.
1995 Fritz Oser (University of Fribourg, Switzerland), “Kohlberg’s Dormant Ghosts: the case of Education.” Published in the Journal of Moral Education, Vol. 25, No. 3, September 1996, pp. 253-275.
1994 Richard Schweder (University of Chicago), forthcoming.
1993 Nel Noddings (Stamford University), “Conversation as Moral Education.” Published in the Journal of Moral Education, Vol. 23, No. 2, May 1994, pp. 107-118.
1992 Laurence Thomas (Syracuse University), “Moral Flourishing in an Unjust World.” Published in the Journal of Moral Education, Vol. 22, No. 2, May 1993, pp. 83-96.
1991 John Goodlad (University of Washington), “The Moral Dimensions of Schooling and Teacher Education.” Published in the Journal of Moral Education, Vol.21, No. 2, May 1992, pp. 87-97.
1990 Howard Gardner (Harvard University), “The Tensions between Education and Development.” Published in the Journal of Moral Education, Vol. 20, No. 2, May 1991, pp. 113-125.
1989 Maxine Green (Columbia University), “The Passion of the Possible Choice; Multiplicity and Commitment.” Published in the Journal of Moral Education, Vol. 19, No. 2, May 1990, pp. 67-76.
1988 James R. Rest (University of Minnesota), “The Benefit of Hindsight.” Published in the Journal of Moral Education, Vol. 18, No. 2, May 1989, pp. 85-96. (1988 was the first year of the Kohlberg Memorial Lectue program.)
Good Work Award
The Good Work Award is meant to recognize achievement in moral educational practices.
+ Call for Nominations 2017
In an effort to better recognize outstanding examples of moral educational practice, the AME Board has decided to institute the Good Work Award. The Good Work Award is a non-monetary award that is designed to bring recognition and honor to those who foster links between moral theory and educational practice.
Any AME member in good standing may nominate any person, team, practice, or organization. Selection criteria are below. The nomination shall consist of (1) a substantial narrative or description of the project or program being nominated, (2) an explanation as to why the project or program merits recognition by the AME according to the selection criteria, and (3) highlights of the curriculum vitae of the person(s) primarily responsible for the project or program, OR a history of the organization or sponsoring institution, as appropriate.
Please submit nominations via email to Doret de Ruyter (firstname.lastname@example.org) by June 15, 2017. Awardees will receive a plaque and recognition in the AME newsletter and on its website and through other channels of communication such as press releases to the home institution.
- The practice, intervention or research project shall aim at promoting a moral benefit for a community or group beyond that inherent in conducting research. This benefit will have a primarily moral cast-a contribution to the well-being or flourishing of the target group, for instance, by increasing liberty, opportunity, equality, safety, fairness or mutual respect and concern.
- The practice, which can be a one-time or ongoing program, shall exhibit moral excellence. This would be demonstrated in credible testimony from participants, practitioners, or observers, or by research on the practice by the practitioner(s) or others.
- The award may be given to a single practitioner, a team of practitioners, the project or practice itself, or a sponsoring institution, as the selection committee deems appropriate.
- Although the practice need not be replicable beyond its own circumstances, it should be exemplary within those circumstances, and of significant interest to moral educators in other circumstances.
- As this award is meant to recognize achievement in moral practices, outstanding scholarly achievements are not also required. However, scholarship by the practitioner(s) about the project or program can be a decisive reason if it proves impossible to decide between two practices.
- The awardee(s) need not hold membership in the AME.
+ 2016 Dr. Kyle Matsuba
Dr. Kyle Matsuba was given the 2016 Good Work Award for the synthesis of his scientific interests in moral exemplarity and mindfulness, and his long-term commitment to supporting the development of a community of young people in Uganda through the MindUP Program.
After his important scientific work on moral exemplarity, Kyle Mastuba of Kwantlen Polytechnic University has become a moral exemplar himself by implementing MindUP in Uganda, where he works with teachers and students to improve the well-being of children who live in post-conflict areas.
MindUP is a programme based on neuroscientific and cognitive research promoting academic success through the learning of mindfulness. The programme has been extensively studied and has shown to lead to an improvement of children’s academic achievement, well-being, emotional responsiveness and executive functioning. While MindUP was not developed by Kyle Matsuba, he brings the programme to a place where children are clearly in need of support in improving their well-being – a place that is not the most comfortable and easy to work in, to use an understatement. He has worked in Uganda many times for shorter and longer periods.
The fact that he has also dedicated time and energy to (successfully) enthuse colleagues, students and friends to contribute in one way or the other to his project is another reason to deem him a most worthy award winner.
For an interview of Kyle Matsuba by former Good Work Award winner Dan Hart, click here (Forum 2017)
+ 2015 - Dr. Robert Enright
In recognition of his outstanding contribution to spread forgiveness around the world by developing workshops and therapy on the basis of excellent research the 2015 Good Work Award was given to Dr. Robert Enright, professor in the Educational Psychology Department at the University of Wisconsin-Madison.
Dr. Enright began with a weekly seminar in 1985 on the psychology of forgiveness. This seminar, which was well attended, was an extra-curricular event and ran for 17 years. Since 2002 Enright and his team have been applying the research to educational settings and have developed extensive curricula material. They have held workshops on forgiveness education for teachers in cities and countries around the globe. Enright and his colleagues have co-authored 17 curriculum guides for teachers working with all age groups. A guide for parents and two anti-bullying guides were also developed. His Forgiveness Therapy work is an evidence-based treatment, helping clients with a diversity of highly traumatic histories (incest survivors, elderly women hurt by uncaring family members).
The programs and treatment clearly promote the well-being of not only the pupils, parents and teachers or the clients involved, but also benefit their relationship with the people to whom they offer forgiveness and the people who are forgiven. The programs are replicable by other teachers who want to assist children in offering forgiveness and can be used by schools that want to diminish bullying by pupils.
Dr. Enright has developed the 20-step Process Model of Forgiving and the Enright Forgiveness Inventory, which is now used by researchers worldwide. He has published over seven books and a hundred other works. The programs as well as the extensive research, and the books and articles written by Enright are of significant interest to moral educators.
Dr. Enright is a founding member of the International Forgiveness Institute, Inc., which is "dedicated to helping people gain knowledge about forgiveness and to use that knowledge for personal, group, and societal renewal." For further information and many testimonials, visit this website.
+ 2014 - Rev. Gregory Boyle
Rev. Gregory Boyle, SJ and Homeboy Industries
For demonstrating the power of boundless compassion and enduring solidarity with former gang members through effective programs of moral intervention and personal development.
Homeboy Industries clearly promotes the well-being of former gang members in the Los Angeles area. It provides educational services, employment services of various nature and legal assistance. The homeboys and homegirls, as they are called, work within the organization thereby not only contributing to their own development and life support, but also to the sustainability of the organization by selling all kinds of foods and merchandize. Thus, Homeboy Industries increases liberty, opportunity, equality, safety, fairness, mutual respect and concern. Homeboy Industries has grown into a flourishing organization in which former gang members can find a new way of life. The website explains, among other things, the reason of the success of the organization: "Homeboy Industries is unique among other organizations serving former gang members for a number of reasons. We have learned in that time that jobs are probably about 80% of what these folks need to redirect their lives. The other 20% is a mixture of therapeutic and support services. So, in addition to paying men and women to receive job training, we also require that they spend part of their working day here working on themselves. We offer education, therapy, tattoo removal, substance abuse treatment, legal assistance, and job placement services. We also offer six different social enterprise businesses where trainees can receive real job training that they can use immediately upon graduation from Homeboy. And we provide all of this in a trauma-informed, therapeutic community setting that also allows them to work on attachment repair and buildsing healthy relationships with co-workers who may formerly have been members of rival gangs." Father Greg is an exceptional person. Homeboy Industries would not have been the success it is without his endless dedication. His book Tattoos on the Heart is most commended to learn more about Father Gregory Boyle's life, work and inspiration. It will certainly inspire you.
+ 2013 - David Rowse
"He had a vision and he also had the patience and gravitas to carry it through." - Helen Haste
The 2013 Good Work Award was presented to David Rowse for his lifelong dedication to improving the lives of disadvantaged young people who experience many difficulties in their lives and seem to have been written off by society, by founding and maintaining the charity Collegiate Centre for Values Education for Life in Birmingham (UK), and founding two schools for these young people. Within these schools, that can be called true examples of just communities, the importance of moral values for these young people is passed on among others by structured dialogue, the moral ethos of the school and by dedicated teachers. Testimonies of the success of the schools can be found on the website of the organization: http://vefl.org.uk/about-us
Drawing attention to the importance of moral values in many ways, is one of the strengths of David Rowse (in addition to his seemingly endless energy in continue to do so long after his official retirement). He has not only founded schools, but also started the journal Ethos that is distributed free of charge, developed courses for teachers, which are valuable for teachers and beneficial to their pupils, and was one of the initiators of the Values Education Council UK that influences (the values of) policy in the United Kingdom.
+ 2012 - Dr. Marcia Mentkowski
In 2012 the Good Work Award was presented to the Valuing in Decision-Making Department of Alverno College, Milwaukee, Wisconsin, to be received by Dr. Marcia Mentkowski. The work of the Valuing in Decision-Making Department not only contributes to the flourishing of academics working in disciplines such as psychology, philosophy, science and to the well-being of professionals working in areas like nursing, education, business & management, professional communications and technology, but also to the well-being of the people that are served by those professionals.
Mentkowski describes the central aim of the department as: members engage in the scholarship of teaching and learning related to Valuing, maintain disciplinary expertise, and continue service to their disciplines and professions. Valuing members also expect themselves to develop interdisciplinary and inter-professional understanding and experience for optimizing each student’s learning of the Valuing ability, and to support each student’s learning and development in the campus culture (italics by GWA committee).
"Alverno has been a leader in this field of supporting and assessing students’ moral and civic formation for decades. The work of that department, and especially its long-time leader Marcia Mentkowski, provide unique exemplars of the intersection of sophisticated and evolving theory; highly visible and recognized empirical research; effective educational practice; high quality, thoughtful, usable assessment; and broader institutional transformation. The work she and her colleagues have done on the Valuing in Decision-Making Ability, as it is taught and assessed across the Alverno curriculum and co-curriculum, has been a shining example of a best practice in higher education for nearly 40 years and continue to rigorously demonstrate its long-term influence on student learning. I give it my highest recommendation." - Professor Anne Colby
Through various publications: Valuing at Alverno: The Valuing Process in Liberal Education (1980), Valuing in Decision-making: Theory and Practice at Alverno College (1992) and Learning that Lasts (2000), members of the Department have enabled other academics to serve their students and through them society at large. Moreover, members of the Department provide various workshops, give presentations at conferences and collaborate with other institutions.
+ 2011 - Dan Hart
Dan Hart, Ed.D., is the Distinguished Professor Rutgers University and Director of the Center for Children and Childhood Studies. His work is not only designed to accumulate social scientific data, but to improve the lives of the "subjects" he is researching. He has even brought some of the poorest, most troubled children in his sample into his very home to live and faced the difficulties this entailed. He is the very personification of the Good Work Award.
The Camden STARR program, founded by Dan Hart and Robert Atkins in 1995, is a volunteer organization that promotes civic identity and responsibility in children through both recreation and mandatory community service projects in Philadelphia, Camden and southern New Jersey. The adolescents involved gain knowledge of civics and what it means to be a responsible member of a community through STARR. Many youth in the Camden area live in dangerous neighborhoods where these kinds of communal connections are difficult to foster, thus the moral and civic development gained through STARR is not normally an option for these adolescents.
"Dan’s work in Camden is exceptional. … Few scholars as productive as Dan would think it a good use of their time to spend a week each summer in Vermont with 30-40 adolescents from Camden backpacking, swimming, and stargazing. Moreover, even fewer scholars would be willing to devote the hours required to get a Commercial Driver’s License (CDL) so that they can drive hundreds of hours to Vermont, on camping trips in New England, and day trips to go bowling, ice skating, canoeing, and white water rafting. Finally, few scholars of Dr. Hart’s repute would be willing to alter their work schedule to accompany adolescents from Camden to college visits, dental appointments, and juvenile justice court dates (some of the STARR youth have, unfortunately, run afoul of the law). Dan has taken youth from the STARR Program to visit colleges in New Jersey and New England, accompanied them to have cavities filled, and spent more hours in Camden juvenile justice courts than many lawyers."
Dan Hart has also written various articles and book chapters about topics that are related to the method of the STARR program is well as numerous articles that can be said to be related to the mission of STARR. His article with Donnelly, Younniss and Atkins in the American Research Journal (2007) may be regarded as a particularly exemplary contribution.
+ 2010 - Prof. Marvin W. Berkowitz
The 2010 AME Good Work Award was presented to Prof. Marvin W. Berkowitz for his work in the Leadership Academy in Leadership Education (LACE). LACE is a professional development resource for school leaders that focuses on school transformation in service of students’ moral development and is therefore a fine example of a practice that fosters the link between moral theory and educational practice.
LACE provides an effective, comprehensive character education initiative, primarily at the school level. Its rationale: School leaders have the greatest influence on the culture of a school. As the research on character education has demonstrated, the development of a positive culture, ‘a caring community’, is the active ingredient in making a character education initiative effective.
The program and its rationale is a fine example of the way in which schools may become moral communities where children learn to become moral. We concur with the rationale of the program, described as: “School leaders have the greatest influence on the culture of a school. As the research on character education has demonstrated, the development of a positive culture, "a caring community", in a school is the active ingredient in making a character education initiative effective.
Additionally, Marvin Berkowitz has done good work by writing practical books for parents, columns that are a wonderful read and by doing quality research in the field of character education, that does not only feed into academic publications, but also his practical books and the program. Berkowitz holds the Sanford N. McDonnell Chair in Character Education at the University of Missouri-St. Louis, formerly held the Coors Chair in Character Development at the US Air Force Academy, and has been named the University of Missouri System’s Thomas Jefferson Professor for 2011-2013, the highest scholarly recognition bestowed by the UM System President.
+ 2008 - Prof. Andrew Garrod
The 2008 and first Good Work Award was presented to Prof. Andrew Garrod for his work with postwar adolescent development in Mostar, Bosnia-Herzegovina. Garrod has created and led an innovative program to direct Muslim and Christian youth in productions of Shakespearean plays. This work has had a powerful impact on the Bosnian youth and their broader, and highly divided, communities. The cast becomes a group and a force for good in healing the postwar trauma in Bosnia. This work has been immortalized in an award-winning documentary “Much ado in Mostar” and featured in numerous media reports.
Quoting from CBS News: "Theater is an extraordinary medium for people to work cooperatively on a group project that demands selflessness, preparation, and trust," explains Professor Garrod, who is the director of the Bosnia program and an education professor at Dartmouth College. "If these young people really work hard...ethnicity will become redundant in the process. They will care so much about each other's success that they won't care who is Muslim and who is Catholic."
Garrod has also applied his unique vision in the Marshall Islands. He just retired from Dartmouth University where he has twice won teaching excellence awards and the Presidents’ Good Steward Award.
G R A N T S
Travel Grants are available to assist student presenters who have limited financial resources to attend and present their work, and for college, university, and research institute faculty members from lower income countries to travel outside their borders to attend and present their work at the forthcoming conference of the Association for Moral Education. The maximum award amount will be $1,000. Recipients will be expected to submit receipts for travel and lodging expenses in order to receive reimbursement after the conference. Grant awards will be distributed on the basis of need. The proposal submission form will include an option to apply for a travel grant and submit a preliminary budget of travel, lodging, and other expenses. Notifications of travel grant awards will be sent to all applicants in late July.
JME/AME Reduced Membership Rate Grants
JME/AME Reduced Membership Rate Grants were initiated by JME to make the journal available for those for whom paying the AME membership fee is a hardship. AME also similarly reduces their rate, making AME membership (which includes the journal) available at the price of $20, primarily subsidized by JME. Students registered for full-time work toward graduate degrees, unemployed individuals, untenured faculty in developing countries, and retired individuals are eligible to apply. Applicants must document their hardship by submitting an application on the conference registration website. The reduced rate includes a one-year subscription to the journal (JME) and can be awarded yearly for a maximum of three years.