1. Critically evaluate reductionist paradigms within educational theory and practice.
2. Demonstrate the significance of integral personal formation, integrating intellectual cultivation with the moral development of character.
3. Articulate and analyze foundational ethical theories, examining their theoretical underpinnings and practical relevance to moral education.
4. Engage in critical analysis of contemporary Anglo-Saxon scholars in the field of moral education, assessing the philosophical coherence and pedagogical implications of their contributions.
5. Analyze official Catholic documents on education, evaluating their vision for comprehensive human and moral formation within educational contexts..

Nussbaum, Martha. Not for Profit: Why Democracy Needs the Humanities.
Princeton, NJ: Princeton University Press, 2010. (selected parts)
Noddings, Nel. Educating Moral People: A Caring Alternative to Character
Education. New York: Teachers College Press, 2002. (selected parts)
Second Vatican Council. Declaration on Christian Education Gravissimum Educationis, 1965.

Carr, David and Jan Steutel. Virtue Ethics and Moral Education. London:
Taylor & Francis, 1999.
Noddings, Nel. Starting at Home: Caring and Social Policy. Berkeley:
University of California Press, 2002.

Noddings, Nel. Happiness and Education. London: Cambridge University
Press, 2003.
Peterson, Christopher and Martin E. P. Seligman. Character Strengths and
Virtues: A Handbook and Classification. New York: Oxford University Press,
Inc., 2004.
Grocholewski, Cardinal H. E. Zenon. “The Congregation for Catholic
Education: How it Works to Support the Educational Mission of Universities
and Schools Internationally.” International Studies in Catholic Education 7,
broj. 2 (2015): 134–144.
Kohlberg, Lawrence. ”The Cognitive-Developmental Approach to Moral
Education.” The Phi Delta Kappan 56, broj 10 (1975): 670-677.
Lapsley, Daniel K. and Darcia Narvaez. ”Character Education.” U Handbook
of Child Psychology, Child Psychology in Practice, uredili William Damon
and Richard. M. Lerner, 248-296. Hoboken, NJ: Wiley, 2006.
Lickona, Thomas. “The Teacher’s Role in Character Education.” Journal of
Education 179, broj 2 (1997): 63-80.
Lickona, Thomas. “Character Education: Seven Crucial Issues.” Action in
Teacher Education 20, broj 4 (1999): 77-84.
Lickona, Thomas. “What is Good Character?” Reclaiming Children and
Youth 9, no. 4 (2001): 239-251.
Sen, Amartya. “Elements of a Theory of Human Rights.” Philosophy &
Public Affairs 32, broj 4 (2004): 315–356.
Newman, John Henry. The Idea of a University: Defined and Illustrated,
dostupno na https://www.gutenberg.org/files/24526/24526-pdf.pdf
UNESCO. ”Education for the 21st Century,” dostupno na
https://en.unesco.org/themes/education-21st-century

Regular class attendance – participation in at least 70% of scheduled classes in accordance with the study program and course syllabus.
Achievement of a minimum performance level of 35% through continuous assessment during the course, cumulatively attained across two colloquium.

Course assessments – First written colloquium and second written colloquium.
Final examination (oral).

The numerical grading scale for student performance is as follows:

Sufficient (2): 50 – 64.9%

Good (3): 65 – 79.9%

Very Good (4): 80 – 89.9%

Excellent (5): 90% and above