Analyzing the Concept of Moral Intelligence in the view of Curriculum Reconceptualists

Morals and its education, suggest the precise frameworks of how to be and how sublime and sacred life is. Evaluating the relationship between morals and rationality for education officers, moral education in particular, is very important.  A vast majority of experts believe that morals and moral skills can be strengthened and promoted through education. This article is aimed at achieving a new sense of Moral Intelligence structures from a comparative viewpoint of the perspective of moral intelligence theorists and curriculum reconceptualists. The current research considered qualitative research in terms of method and is a case of content analysis. The areas studied in this research include textbooks such as opinions on the latest insights of moral intelligence Michele Borba and Thomas Lickona, as well as the opinions of the ethical issues considered by some curriculum reconceptualists such as Dwayne Huebner, Maxine Greene and Nel Noddings. The authors of the present study tried to explore the meaning and virtues of moral intelligence such as basic human traits, being assessed, assessing worthwhile, virtuous character, truth and honesty, self-development, responsibility, devotion, intimacy, inner guard, continence, respect, kindness, justice, wisdom and humility. In addition, they achieved certain common points among the studied theorists, including moral competence development through training, task of school and curriculum on ethical issues, moral teaching art and the role of religion in the development of moral virtues.