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.

Moral functioning is a defining feature of human personhood and human social life. Moral Psychology provides an integrative and evaluative overview of the theoretical and empirical traditions that have attempted to make sense of moral cognition, prosocial behavior, and the development of virtuous character.This is the first book to integrate a comp

This volume examines the psychological, social-relational, and cultural foundations of the most basic moral commitments. It begins by looking at the seminal writings of Augusto Blasi, whose writings on moral cognition, the development of self-identity, and moral personality have transformed the research agenda in moral psychology. This work is now the starting point of all discussion about the relationship between self and morality; the developmental grounding of the moral personality; and the moral integration of cognition, emotion, and behavior. Indeed, it is now widely believed that organizing self-understanding around basic moral commitments is crucial to the formation of a moral identity which, in turn, underwrites moral conduct. Using Blasi's work as a point of departure, a distinguished interdisciplinary and international group of scholars have contributed essays summarizing their own theoretical and empirical research on these topics. This book features new theories of moral functioning that range across several psychological literatures, including social cognition, cognitive science, and personality development. Examining the social-relational, communitarian, and cultural aspects of moral self-identity, it provides a comprehensive account of moral personality. Uniformly integrative, field-expanding, and on the cutting edge of research on moral development and personality, the book appeals to scholars, developmental theorists and graduate students interested in issues of moral development, education, and behavior, as well as cognitive development theory.

This volume examines the psychological, social-relational, and cultural foundations of the most basic moral commitments. It begins by looking at the seminal writings of Augusto Blasi, whose writings on moral cognition, the development of self-identity, and moral personality have transformed the research agenda in moral psychology. This work is now the starting point of all discussion about the relationship between self and morality; the developmental grounding of the moral personality; and the moral integration of cognition, emotion, and behavior. Indeed, it is now widely believed that organizing self-understanding around basic moral commitments is crucial to the formation of a moral identity which, in turn, underwrites moral conduct. Using Blasi's work as a point of departure, a distinguished interdisciplinary and international group of scholars have contributed essays summarizing their own theoretical and empirical research on these topics. This book features new theories of moral functioning that range across several psychological literatures, including social cognition, cognitive science, and personality development. Examining the social-relational, communitarian, and cultural aspects of moral self-identity, it provides a comprehensive account of moral personality. Uniformly integrative, field-expanding, and on the cutting edge of research on moral development and personality, the book appeals to scholars, developmental theorists and graduate students interested in issues of moral development, education, and behavior, as well as cognitive development theory.

Moral notions are foundational questions that have commanded deep reflection since antiquity, reflection that psychological science cannot evade, because the moral formation of children is a central concern of parents, schools, and communities charged with educating the next generation. In this respect there are few domains of study more crucial than moral psychology and few topics of greater importance than the development of moral self-identity, of moral character, and of the moral personality. This edited volume features the expertise of pre-eminent scholars in moral personality, self, and identity, such as moral philosophers, personality theorists, developmental psychologists, moral personality researchers, social psychologists, and neuroscientists. It brings together cutting-edge work in moral psychology that illustrates an impressive diversity of theoretical perspectives and methodologies and simultaneously points the way toward promising integrative possibilities.

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."

Moral notions are foundational questions that have commanded deep reflection since antiquity, reflection that psychological science cannot evade, because the moral formation of children is a central concern of parents, schools, and communities charged with educating the next generation. In this respect there are few domains of study more crucial than moral psychology and few topics of greater importance than the development of moral self-identity, of moral character, and of the moral personality. This edited volume features the expertise of pre-eminent scholars in moral personality, self, and identity, such as moral philosophers, personality theorists, developmental psychologists, moral personality researchers, social psychologists, and neuroscientists. It brings together cutting-edge work in moral psychology that illustrates an impressive diversity of theoretical perspectives and methodologies and simultaneously points the way toward promising integrative possibilities.

Moral functioning is a defining feature of human personhood and human social life. Moral Psychology provides an integrative and evaluative overview of the theoretical and empirical traditions that have attempted to make sense of moral cognition, prosocial behavior, and the development of virtuous character. This is the first book to integrate a comprehensive review of the psychological literatures with allied traditions in ethics. Moral rationality and decisionmaking; the development of the sense of fairness and justice, and of prosocial dispositions; as well as the notion of moral self and moral identity and their relation to issues of character and virtue are fully discussed in the rich contexts provided by psychological and philosophical paradigms. Lapsley emphasizes parenting and educational strategies for influencing moral behavior, reasoning, and character development, and charts a line of research for the "post-Kohlbergian era" in moral psychology. This book will be an invaluable text for advanced courses in moral psychology, as taught in departments of psychology, education, and philosophy. It will also prove to be a standard reference work for researchers and ethicists alike.

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.

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.