Educating for Moral Ability: Reflections on moral development based on Vygotsky's theory of concept formation

Journal of Moral Education 30 (2):113-129 (2001)
Abstract
The idea examined here is that the development of moral ability shares important similarities with the development of conceptual thinking as outlined in the work of Lev Vygotsky. Most notably, the mature forms of both processes are ways of constructing meaning that are not governed by pre-established modes of behaviour. The principal suggestion here is that Vygotsky's theory of concept formation can be used as a generative model for understanding the development of moral ability in a way that challenges the notion of morality as rule-following behaviour. Understanding moral ability as a present-centred aptitude for creating meaning carries a two-fold significance for educators: it is theoretically useful for understanding the learning process in the context of a fundamental or universal interdependency, and of practical value inasmuch as it focuses on the importance of learning to think and act in the here and now
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DOI 10.1080/03057240120061379
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References found in this work BETA
Thought and Language.A. L. Wilkes, L. S. Vygotsky, E. Hanfmann & G. Vakar - 1962 - Philosophical Quarterly 14 (55):178.
The Perennial Philosophy.Aldous Huxley - 1945 - Perennial Classics.
Moral Education in the Zone of Proximal Development.Mark B. Tappan - 1998 - Journal of Moral Education 27 (2):141-160.

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Citations of this work BETA
Moral Functioning as Mediated Action.Mark Tappan - 2006 - Journal of Moral Education 35 (1):1-18.
A Trans-Actional Approach to Moral Development.Matthew Pamental - 2010 - Ethics and Education 5 (1):15-26.

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