1. Vrjednovati redukcionističke pristupe obrazovanju. 

2. Ustanoviti važnost cjelovitog odgoja osobe kao intelektualnu formaciju i odgoj karaktera. 

3. Objasniti glavne etičke teorije i njihov utjecaj na moralni odgoj. 

4. Kritički vrednovati suvremene anglosaksonske mislioce, njihove ideje i prijedloge
vezano za moralnu formaciju. 

5. Analizirati službene katoličke dokumente o obrazovanju.

Nussbaum, Martha. Not for Profit: Why Democracy Needs the Humanities.
Princeton, NJ: Princeton University Press, 2010. (odabrani dijelovi)
Noddings, Nel. Educating Moral People: A Caring Alternative to Character
Education. New York: Teachers College Press, 2002. (odabrani dijelovi)
Noddings, Nel. Critical Lessons: What Our Schools Should Teach. New York:
Cambridge University Press, 2006. (odabrani dijelovi)
Drugi vatikanski koncil. Deklaracija o kršćanskom odgoju 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

Redovito pohađanje nastave – prisutnost na najmanje 70%
nastave prema studijskom programu i izvedbenom nastavnom planu
Stjecanje minimalnog uspjeha od 35% tijekom nastave unutar
zadanih nastavnih aktivnosti – kumulativno ostvareno na dva
kolokvija.

Nastavne aktivnosti –1. kolokvij (pismeni) i 2. kolokvij (pismeni).
Završni ispit (usmeni).

Brojčana ljestvica ocjenjivanja studentskog rada je:
dovoljan (2) – 50 – 64 ,9%
dobar (3) – 65 – 79,9%
vrlo dobar (4) – 80 – 89,9%
izvrstan (5) – 90% i više