ABSTRACT
U.S. colleges were originally founded with some form of moral education as a primary goal. Nucci and Pascarella (1987) reported that the central goal of the curriculum and even the entire college environment was to develop sensitivity to moral responsibilities, to teach ethical thought and action, and to develop students’ character. These goals make it clear that higher education in the United States was originally a whole-person education with emphases that sound very similar to Rest’s (chap. 1) four components of morality: moral sensitivity, moral judgment, moral motivation, and moral character.
