David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 27 (2):141-160 (1998)
Abstract In this paper the outlines of an explicitly ?Vygotskian? perspective on moral education are sketched. I begin by briefly reviewing and critiquing the two most well?known and widely used approaches to moral education??the cognitive?developmental approach and the character education approach??and I suggest that a Vygotskian/socio?cultural perspective has the potential to address many of the problems faced by contemporary moral educators. Vygotsky's ideas about the ?zone of proximal development? are then summarised and those ideas are extended to the domain of moral education, focusing on an excerpt from the film, Boyz ?n the Hood. Narrative and story?telling are considered briefly as an example of how the zone of proximal development works to facilitate moral development in a way that is markedly different from that described by contemporary character educators, and I conclude with some brief reflections on questions left unanswered, and speculations about future directions for both theory and practice in moral education from a Vygotskian/socio?cultural perspective
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Citations of this work BETA
Mark Tappan (2006). Moral Functioning as Mediated Action. Journal of Moral Education 35 (1):1-18.
Paul Duncan Crawford (2001). Educating for Moral Ability: Reflections on Moral Development Based on Vygotsky's Theory of Concept Formation. Journal of Moral Education 30 (2):113-129.
Val Turner & Elisha Chambers (2006). The Social Mediation of a Moral Dilemma: Appropriating the Moral Tools of Others. Journal of Moral Education 35 (3):353-368.
Johan Ohman & Leif Ostman (2007). Continuity and Change in Moral Meaning-Making—a Transactional Approach. Journal of Moral Education 36 (2):151-168.
Nancy Bouchard (2002). A Narrative Approach to Moral Experience Using Dramatic Play and Writing. Journal of Moral Education 31 (4):407-422.
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