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This book elaborates on issues regarding alterity, values, and
human development in different educational contexts, serving from
young children to adolescents to adults, and it claims for the need
of educational contexts to consider their responsibilities
regarding the development of the sociomoral dimension of human
beings. The authors, experienced theorists and researchers sharing
a cultural psychological perspective, provide a fresh understanding
of educational institutions, and elaborate on how initiatives
aiming at promoting dialogical practices and ethical orientation
within educational contexts can be productive. They provide
teachers, researchers, psychologists and parents, as well as the
general public, with useful knowledge in order to contribute to
theoretical and practical advances concerning education and human
development.
This book elaborates on issues regarding alterity, values, and
human development in different educational contexts, serving from
young children to adolescents to adults, and it claims for the need
of educational contexts to consider their responsibilities
regarding the development of the sociomoral dimension of human
beings. The authors, experienced theorists and researchers sharing
a cultural psychological perspective, provide a fresh understanding
of educational institutions, and elaborate on how initiatives
aiming at promoting dialogical practices and ethical orientation
within educational contexts can be productive. They provide
teachers, researchers, psychologists and parents, as well as the
general public, with useful knowledge in order to contribute to
theoretical and practical advances concerning education and human
development.
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