This chapter explores some central features of morality in terms of what are commonly regarded as virtues. A virtue is a disposition that is an important feature of one’s character. As such, a virtue endures over an extended period of time, not just for a brief moment. Still, a virtue such as honesty implies its regular exercise. However, one can occasionally behave dishonestly without this undermining its standing as one’s virtue. The notion that some emphasis on basic moral virtues should be included in K-12 and college education has long received strong public support. However, there has also been widespread disagreement about just how this should be done and with what ends in mind. Presumably, some general uncertainty, if not disagreement, about the nature and foundation of morality accounts for much of this. This uncertainty is discussed in terms of reasonableness.

This chapter describes the initiative launched by YTL Foundation at the start of the COVID-19 pandemic to address remote learning during lockdown and school closure in Malaysia. It discusses the context of the Malaysian education system at the time and the challenges faced by teachers, parents, and students to ensure continuity in learning from home. Malaysia is a young nation and one that is seeking to establish itself as an example of a dynamic melting pot of Asian cultures that has grown out of its colonial past and embraced the global economy. As the wealth of the country has increased, there has been a growing awareness since the early 2010s that investment in a vibrant social sector is necessary to address the inequalities that often accompany rapid economic growth. This chapter showcases the solution developed for education that comprised providing smartphones, data, and learning resources that are delivered through partnerships to create a solution for low-income students. This solution was rolled out through partnership with the government, thereby demonstrating how such philanthropic interventions can be scaled up exponentially. The uniqueness of the solution in engaging parents is highlighted as an important feature. The chapter concludes by exploring some of the early measurable impact on the community and discusses the elements necessary for building resilience into the Malaysian education ecosystem in a future where hybrid education will be the norm.

This chapter investigates the creation of the Instituto de Menores Artesãos at the Casa de Correção in 1857 out of the politics of regulating the circulation and containment of liberated Africans at the penitentiary. It demonstrates that the existence of the apprentice school was deeply rooted in the process of disciplining the posttraffic period, between 1850 and 1865, through disciplining the children of liberated Africans into free wage workers for postabolition labor relations. The story of the Instituto de Menores Artesãos is a history of the education of minors and that of governing women’s productive and reproductive labor from slavery to freedom. The Casa de Correção’s incorporation of the reformatory school shows how the education of poor children, including orphans and delinquent minors, attended to the project of engendering postemancipation society between the end of the slave trade (1850) and the gradual abolition of slavery initiated with the 1871 free womb law.