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Civilized citizens are very important for the state’s existence, especially in the era of globalization, where participation, obedience to norms, concern, and responsibility are needed to strengthen the state. However, some citizens are still less civilized, such as aggressive, emotional, apathetic, and violating norms. This shows the importance of balance between intellectual and moral intelligence. The study explores moral intelligence, the reactualization of moral intelligence, and its relationship to citizen civilization. The method used is a literature study on moral intelligence and its strengthening. The steps of the study include identification, content review, classification, and data analysis. The reactualization of moral intelligence is carried out by implementing seven main virtues: strengthening moral reasoning, improving the system, and continuing moral training. Moral training is a method of reactualizing moral intelligence by habituating the seven virtues of pleasant moral intelligence—implications of moral training in character education policies based on school culture and community-based.

Values education is activity which help students in order that they have instruction which determine all of their actions. Values education is considered urgent in education activity. It is purposed to build social solidarity, especially in religion and cultural plurality era. The reality of social, religion, and cultural conflict, showed education functions as transfer of moral values still optimal yet. Therefore, values education include moral training must be aplicated to help students be up against social problems in their life.

The authors discuss the Russian military leadership training compared with the U.S. military schooling acknowledging the success of the U.S. Armed Forces to technological advancement. They attribute the achievement of the U.S. military administration to the documents the Army Field Manual, and the Army Regulation promoting the corporate army spirit. They also explain the initiatives of Russian military official Alexander Suvorov including camaraderie, attitude to religion, and self confidence.

In this study, I examined what channels of socialization influence the moral behavior of cadets. We conducted a regression analysis of the effects of parents' attitudes to moral education, the standard and potential curriculum of schools, peer groups, and communication media on individual ethics and discipline using 399 sample participants. The participants were recruited through a questionnaire survey on cadets from academy of military, naval, and air force, and four-year based students from R.O.C. National Defense University. The analysis results showed that the cultivation of morality among cadets was directly influenced by the school's potential curriculum (i.e., intern cadres and officers in company) and their parents' attitudes to moral education during early childhood. The results also indicated that the influence of teaching by example was more significant than that of teaching by precept. [ABSTRACT FROM AUTHOR]