Abstract
Noting that research on cognitive development and on values are normally separate, the author shows the connection by closely examining different ways in which teachers relate to students. Modes of discipline based on positional authority, and even force, rather than on an ethical dialogue, not only reduce students’ self-esteem but also limit their ability to reflect on situations with a degree of objectivity. In classrooms where the discourse is grounded in rational reflection, students develop greater self-esteem and engagement but also benefit cognitively through engagement in higher-level reasoning.
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