uana (2007) deined moral literacy as “the skills andknowledge speciic to making ethical choices in lieare learned capabilities requiring skills in which indi-
*
This study was presented at the Values Educa-tion Symposium, October 26–28, 2011, EskisehirOsmangazi University, Eskişehir, Turkey.
a Mesut SAĞNAK, Ph.D.
Correspondence: Assoc.Prof.,
Nigde University, Faculty of Education, De-partment of Educational Sciences, Nigde/Turkey.E-mail: mesutsagnak@hotmail.com
Phone: +90 388 2112873.
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
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viduals can be more or less competent” (p. 365). Moralliteracy is not a naturally-gained process, but it is gai-ned with the eort to develop the right skills (Zdenek & Schochor, 2007). Herman (2007) philosophically deined this concept as the capacity to react and readthe main elements o the moral world. In terms o theleadership process, making decisions depended onmoral rame in a very complicated environment andmotivating these decisions are related with the con-ceptual and practical capacities o the school leaders(Walker et al., 2007). Based on these deinitions, itcan be said that moral literacy reects the competen-cies to know, understand, comment and evaluate themain elements in the ethical decision process, in orderto make right decisions. Tese competencies can begained and developed via some programs (Bennett