Daniel Fasko, Jr., Ph.D. (1983), is Professor Emeritus of Educational Foundations, Leadership, and Policy at Bowling Green State University. He taught courses in Educational Psychology and Life-Span Development, and has published articles, chapters, and books in critical thinking and creativity.Frank Fair, Ph.D. (1971), Distinguished Emeritus Professor, Psychology and Philosophy, Sam Houston State University. He has published in the areas of philosophy of science, ethical theory, contemporary moral issues, critical thinking, the philosophy of religion, and business. His most recent book, The Personality of Math (Rowman and Littlefield, 2022), was co-authored with Paul Wagner.

• PrefaceAcknowledgementsList of IllustrationsNotes on ContributorsIntroductionDaniel Fasko, Jr. and Frank FairPART 1: Philosophical Perspectives1 The Role of Critical Thinking in the Development of VirtueJennifer Baker2 How Children Learn A Priori Moral TruthsDavid Kaspar3 Kant and Cicero on Reason as the Teacher of What Is to Be Done and Left UndoneG. Felicitas Munzel4 Commentary: Three Views on Morality, Critical Thinking, and EducationBenjamin Mitchell-YellinPART 2: Psychological Perspectives5 Moral Development as Growth beyond the SuperficialJohn C. Gibbs6 Integrating Moral and Intellectual Virtue in Developing Mature Purpose: The 4 Es and Virtuous PurposeTimothy S. Reilly7 Reason and Disposition at the Core of Moral Development: Where Kohlberg and Aristotle MeetJuan P. Dabdoub and Marvin W Berkowitz8 Commentary: The Rational Construction of MoralityDavid MoshmanPART 3: Perspectives on Education and Moral Development9 Deceptively Fair: How Critical Thought, Teacher Engagement, and Classroom Choices Impact Moral Reasoning among Elementary StudentsMichael W. Creane10 Philosophy Goes to High School: The Philosopher’s Pedagogy in PracticeChad Miller11 The Integration of Critical Thinking and Moral Reasoning in Theory and ResearchMartina Kosturková and Ján Knapík12 Commentary: Education and Moral DevelopmentM. Neil BrownePART 4: Views of Assessment13 Moral Identity: Origin, Construction, and Applications of the Moral Self-Relevance MeasureRenee B. Patrick and John C. Gibbs14 Do We Value What We Think We Value? Assessing Value Clarity and Moral BlueprintsShane McLoughlin15 Remedying Moral Developmental Delay and Other “Ds”: Origin and Adaptations of the EQUIP Program for High-Risk AdolescentsJohn C. Gibbs16 Commentary: Three Views of Assessment and Suggestions for Future ResearchDi YouEpilogue: Future DirectionsFrank Fair and Daniel Fasko, Jr.Index

Daniel Fasko, Jr., Ph.D. (1983), is Professor Emeritus of Educational Foundations, Leadership, and Policy at Bowling Green State University. He taught courses in Educational Psychology and Life-Span Development, and has published articles, chapters, and books in critical thinking and creativity.Frank Fair, Ph.D. (1971), Distinguished Emeritus Professor, Psychology and Philosophy, Sam Houston State University. He has published in the areas of philosophy of science, ethical theory, contemporary moral issues, critical thinking, the philosophy of religion, and business. His most recent book, The Personality of Math (Rowman and Littlefield, 2022), was co-authored with Paul Wagner.

• PrefaceAcknowledgementsList of IllustrationsNotes on ContributorsIntroductionDaniel Fasko, Jr. and Frank FairPART 1: Philosophical Perspectives1 The Role of Critical Thinking in the Development of VirtueJennifer Baker2 How Children Learn A Priori Moral TruthsDavid Kaspar3 Kant and Cicero on Reason as the Teacher of What Is to Be Done and Left UndoneG. Felicitas Munzel4 Commentary: Three Views on Morality, Critical Thinking, and EducationBenjamin Mitchell-YellinPART 2: Psychological Perspectives5 Moral Development as Growth beyond the SuperficialJohn C. Gibbs6 Integrating Moral and Intellectual Virtue in Developing Mature Purpose: The 4 Es and Virtuous PurposeTimothy S. Reilly7 Reason and Disposition at the Core of Moral Development: Where Kohlberg and Aristotle MeetJuan P. Dabdoub and Marvin W Berkowitz8 Commentary: The Rational Construction of MoralityDavid MoshmanPART 3: Perspectives on Education and Moral Development9 Deceptively Fair: How Critical Thought, Teacher Engagement, and Classroom Choices Impact Moral Reasoning among Elementary StudentsMichael W. Creane10 Philosophy Goes to High School: The Philosopher’s Pedagogy in PracticeChad Miller11 The Integration of Critical Thinking and Moral Reasoning in Theory and ResearchMartina Kosturková and Ján Knapík12 Commentary: Education and Moral DevelopmentM. Neil BrownePART 4: Views of Assessment13 Moral Identity: Origin, Construction, and Applications of the Moral Self-Relevance MeasureRenee B. Patrick and John C. Gibbs14 Do We Value What We Think We Value? Assessing Value Clarity and Moral BlueprintsShane McLoughlin15 Remedying Moral Developmental Delay and Other “Ds”: Origin and Adaptations of the EQUIP Program for High-Risk AdolescentsJohn C. Gibbs16 Commentary: Three Views of Assessment and Suggestions for Future ResearchDi YouEpilogue: Future DirectionsFrank Fair and Daniel Fasko, Jr.Index

Daniel Fasko, Jr., Ph.D. (1983), is Professor Emeritus of Educational Foundations, Leadership, and Policy at Bowling Green State University. He taught courses in Educational Psychology and Life-Span Development, and has published articles, chapters, and books in critical thinking and creativity.Frank Fair, Ph.D. (1971), Distinguished Emeritus Professor, Psychology and Philosophy, Sam Houston State University. He has published in the areas of philosophy of science, ethical theory, contemporary moral issues, critical thinking, the philosophy of religion, and business. His most recent book, The Personality of Math (Rowman and Littlefield, 2022), was co-authored with Paul Wagner.

• PrefaceAcknowledgementsList of IllustrationsNotes on ContributorsIntroductionDaniel Fasko, Jr. and Frank FairPART 1: Philosophical Perspectives1 The Role of Critical Thinking in the Development of VirtueJennifer Baker2 How Children Learn A Priori Moral TruthsDavid Kaspar3 Kant and Cicero on Reason as the Teacher of What Is to Be Done and Left UndoneG. Felicitas Munzel4 Commentary: Three Views on Morality, Critical Thinking, and EducationBenjamin Mitchell-YellinPART 2: Psychological Perspectives5 Moral Development as Growth beyond the SuperficialJohn C. Gibbs6 Integrating Moral and Intellectual Virtue in Developing Mature Purpose: The 4 Es and Virtuous PurposeTimothy S. Reilly7 Reason and Disposition at the Core of Moral Development: Where Kohlberg and Aristotle MeetJuan P. Dabdoub and Marvin W Berkowitz8 Commentary: The Rational Construction of MoralityDavid MoshmanPART 3: Perspectives on Education and Moral Development9 Deceptively Fair: How Critical Thought, Teacher Engagement, and Classroom Choices Impact Moral Reasoning among Elementary StudentsMichael W. Creane10 Philosophy Goes to High School: The Philosopher’s Pedagogy in PracticeChad Miller11 The Integration of Critical Thinking and Moral Reasoning in Theory and ResearchMartina Kosturková and Ján Knapík12 Commentary: Education and Moral DevelopmentM. Neil BrownePART 4: Views of Assessment13 Moral Identity: Origin, Construction, and Applications of the Moral Self-Relevance MeasureRenee B. Patrick and John C. Gibbs14 Do We Value What We Think We Value? Assessing Value Clarity and Moral BlueprintsShane McLoughlin15 Remedying Moral Developmental Delay and Other “Ds”: Origin and Adaptations of the EQUIP Program for High-Risk AdolescentsJohn C. Gibbs16 Commentary: Three Views of Assessment and Suggestions for Future ResearchDi YouEpilogue: Future DirectionsFrank Fair and Daniel Fasko, Jr.Index