Handbook of moral and character education by Larry Nucci, Tobias Krettenauer, Darcia Narvaez

By Larry Nucci, Tobias Krettenauer, Darcia Narvaez

There is common contract that faculties may still give a contribution to the ethical improvement and personality formation in their scholars. in reality, eighty% people states presently have mandates relating to personality schooling. besides the fact that, the pervasiveness of the aid for ethical and personality schooling mask a excessive measure of controversy surrounding its that means and techniques. the aim of this instruction manual is to supplant the primary ideological rhetoric of the sphere with a accomplished, research-oriented quantity that either describes the large adjustments that experience happened over the past fifteen years and issues ahead to the long run. Now in its moment variation, this e-book contains the newest functions of developmental and cognitive psychology to ethical and personality schooling from preschool to school settings, and masses extra.

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This is followed by Anne Colby’s updated Chapter 21 on fostering civic engagement among students in colleges and universities. Her chapter reviews the research examining the impact of college experience on the moral development and civic engagement of young adults. As this chapter makes clear, the process of moral development does not end in adolescence, and the college years afford an important context for the furtherance of moral growth. Chapter 22 by Wolfgang Edelstein and Tobias Krettenauer shifts the focus from North America to Europe and describes current efforts to integrate citizenship and democracy education across a very diverse range of cultures with divergent governmental histories.

This description of perception begins with the concrete situation and is therefore quite different from the top-down account of moral reasoning that is also identified with Aristotle, namely the practical syllogism. In the latter account moral cognition is modeled on deductive inference, where a major and minor premise logically entail a conclusion. ”6 True, the practical syllogism model incorporates perception—after all, the situation-specific minor premise would be impossible without it—but only as an accessory to the transsituational and personally neutral value or moral principle that constitutes the major premise.

Sharon To, Shaongang Yang, and Charles C. Helwig present an eye-opening set of studies in Chapter 23, “Democratic Moral Education in China,” indicating that democracy and moral education are gaining ground among Chinese educators and the new generation of students. PART V: MORAL AND CHARACTER EDUCATION BEYOND THE CLASSROOM Education is often defined in terms of practices that schools and teachers use to influence student learning and development. Children’s and adolescents’ moral development and character formation, however, are not simply the result of schooling.

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