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In the midst of the "cognitive revolution," there has been a
veritable ex plosion of interest in topics that have been long
banished from academic consideration under the intellectual
hegemony of behaviorism. Most notably, notions of self, ego, and
identity are reasserting themselves as fundamental problems in a
variety of research traditions within psychol ogy and the social
sciences. Theoretical models, review articles, edited vol umes, and
empirical work devoted to these constructs are proliferating at a
dizzying rate. This clearly attests to the renascent interest in
these topics, the vitality of these research paradigms, and the
promise that these constructs hold for explaining fundamental
aspects of human development and behavior. Although the renewed
academic interest in self, ego, and identity is obviously an
exciting and healthy development, there is always the tenden cy for
research to take on a parochial character. When boundaries are
erected among different theoretical perspectives, when empirical
findings are viewed in isolation, when theories are too sharply
delimited and segre gated from other domains of behavior, then what
may seem like progres sive, healthy, and content-increasing
tendencies in a research paradigm may turn out to be, on closer
inspection, merely an inchoate thrashing about. Fortunately there
is an internal dynamic to scientific investigation that tends to
combat this degenerating tendency. There is something about the
rhythm of science that bids us to transcend parochial theoretical
in terests and seek the most general theory."
This work was originally issued as a two-volume set, published in
1987 and 1988. It constitutes a definitive presentation of the
system of classifying moral judgment built up by Lawrence Kolberg
and his associates over a period of twenty years. Researchers in
human development and education around the world, many of whom have
worked with interim versions of the system - indeed, all those
seriously interested in understanding the development of moral
judgment - will find it a useful and accessible resource. Volume 2
includes the scoring systems for three alternate, functionally
equivalent forms of Kohlberg's moral judgment interview.
This work delves into the topic of moral education in America's
K-12 schools. Following an introductory historical chapter, it
analyzes salient topics and notable leaders in the field of moral
education. It treats the issues thoroughly and fairly, providing a
heightened understanding of both the major and minor themes in
moral education.
This collection of essays provides new perspectives on the nature
of character and moral education by utilizing insights from the
disciplines of moral psychology, moral philosophy, and education.
The volume draws from personality and developmental research as
well as educational and ethical theory. Character Psychology and
Character Education distinguishes itself by bringing moral
philosophers, who believe that ethical reflection about virtue and
character must be tied to defensible notions of personality and
selfhood, into dialogue with academic psychologists, who believe
that the developmental study of the moral self requires adequate
grounding in various psychological literatures. The first group
embraces a "naturalized" ethics, while the second group favors a
"psychologized" morality. Among the topics explored in this volume
are the constructs of moral selfhood, personality, and identity, as
well as defensible models of character education. One of the
primary arguments of the volume is that problems of character
education cannot be addressed until an adequate model of character
psychology is developed. In addition to the excellent theoretical
essays, this collection includes applied chapters that consider the
challenge of character education in the context of schools,
families, and organized sports. This book will be an invaluable
resource both for scholars and practitioners in the fields of
psychology and education. Contributors: Daniel K. Lapsley, F. Clark
Power, Darcia Narvaez, Christine McKinnon, Augusto Blasi, Ann
Higgins-D'Alessandro, David Light Shields, Brenda Light Bredemeier,
Craig A. Cunningham, Joel J. Kupperman, Matthew L. Davidson, Robert
J. Nash, Marvin W. Berkowitz, Melinda Bier, Jeannie Oakes, Karen
Hunter Quartz, Steve Ryan, Martin Lipton, and Jay W. Brandenberger.
The Challenge of Pluralism examines the problematic issues of the
role of moral education in a pluralistic society. The book takes an
interdisciplinary focus and contributors include experts in such
fields as psychology, educational policy studies, political
history, the history of education, curriculum studies, philosophy
of education, theology and gender studies. The essays delve into
the myriad reasons for the moral education controversy and examine
how the contemporary debate over the place of moral education in a
pluralistic society takes place within the larger context of the
current arguments over the quality of American education. In
addition to a historical examination of the value-pluralism issue,
the volume offers critiques of specific educational regimens as
they address the problem of moral education.
"Lawrence Kohlberg's Approach to Moral Education" presents what the
late Lawrence Kohlberg regarded as the definitive statement of his
educational theory. Addressing the sociology and social psychology
of schooling, the authors propose that school culture become the
center of moral education and research. They discuss how schools
can develop as just and cohesive communities by involving students
in democracy, and they focus on the moral decisions teachers and
students face as they democratically resolve problems. As the
authors put it: .,."we propose an educational renewal of our
democratic society.... We have attempted to establish schools that
do more than just teach about democratic citizenship, that are
themselves democratic societies."
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