Vygotsky and moral education: A response to and expansion of Tappan

Educational Philosophy and Theory 51 (1):41-50 (2019)
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Abstract

Despite increasing studies and applications of Vygotsky’s theory of learning and development, little has been written connecting Vygotsky specifically to moral education. The most comprehensive attempt at formulating such an account is given by Mark Tappan. I critically evaluate Tappan’s account before raising several problems for his approach. I then offer suggestions for resolving these issues by turning to research in socialization theory and recommending additional sociocultural artifacts that can supplement moral education.

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10.1080/00131857.2018.1427576

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Colin Lewis
University of Colorado, Colorado Springs

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On the Very Idea of a Conceptual Scheme.Donald Davidson - 1973 - Proceedings and Addresses of the American Philosophical Association 47:5-20.
Truth and meaning.Donald Davidson - 1967 - Synthese 17 (1):304-323.
On the Very Idea of a Conceptual Scheme.Donald Davidson - 2011 - In Robert B. Talisse & Scott F. Aikin (eds.), The Pragmatism Reader: From Peirce Through the Present. Princeton University Press. pp. 286-298.
Thought and Language.A. L. Wilkes, L. S. Vygotsky, E. Hanfmann & G. Vakar - 1964 - Philosophical Quarterly 14 (55):178.
Truth and meaning.Donald Davidson - 1967 - Synthese 17 (1):304-323.

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