Abstract
This article summarizes developmental approaches to moral education beginning with the work of Piaget and Kohlberg. Current research on moral development is reviewed including attention to the ethics of care, and social cognitive domain theory with reference to issues of culture and findings from neuroscience. Educational practices reviewed include dilemma discussion, transactive discussion, the ‘Just Community School,’ Developmental Discipline, domain consistent teacher discourse, and community service activities aimed at the development of the ‘moral self.’
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