David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Moral Education 29 (2):149-166 (2000)
Although researchers working from the cognitive-developmental and domain perspective have contributed significantly in presenting insights on children's moral knowledge, specific questions about how caregivers' language-based input facilitates their children's understanding of moral knowledge have not been examined. This article explores how language-based socialisation patterns play an important role in care-givers' and children's construction of socio-moral meanings. I argue that it is through participation in communicative and narrative practices that children begin to understand cultural meanings about morality. By drawing on theories and research conducted in the field of language socialisation, I demonstrate the mutual interdependence between the construction of moral meanings and communicative practices. Examples that demonstrate the various ways in which communicative practices provide the foundation for the co-creation of moral meanings between Hindi-speaking Indian caregivers and their children are discussed
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References found in this work BETA
Kenneth Burke (1968). Language as Symbolic Action: Essays on Life, Literature, and Method. Philosophy and Rhetoric 1 (3):187-189.
Carol S. Witherell & Carolyn Pope Edwards (1991). Moral Versus Social‐Conventional Reasoning: A Narrative and Cultural Critique. Journal of Moral Education 20 (3):293-304.
Citations of this work BETA
Johan Ohman & Leif Ostman (2007). Continuity and Change in Moral Meaning-Making—a Transactional Approach. Journal of Moral Education 36 (2):151-168.
Jong-Ho Joh (2002). A Dilemma in Moral Education in the Republic of Korea: The Limitation of Individualistic Cognitive Approaches. Journal of Moral Education 31 (4):393-406.
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