Journal of Moral Education 45 (3):291-307 (2016)

Abstract
This article reasserts the centrality of reasoning as the focus for moral education. Attention to moral cognition must be extended to incorporate sociogenetic processes in moral growth. Moral education is not simply growth within the moral domain, but addresses capacities of students to engage in cross-domain coordination. Development beyond adolescence in moral thinking is in two forms: the gradual application of morality in broader adult contexts, and the result of social discourse and progressive readjustments at the individual and societal level of views of the morality of societal practices. Postconventional moral reasoning is not a rarified stage of moral cognition, but an orientation and set of discourse skills potentially available to all normally developing adult moral reasoners.
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DOI 10.1080/03057240.2016.1167027
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References found in this work BETA

Justice as Fairness: A Restatement.John Rawls (ed.) - 2001 - Harvard University Press.
Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Justice as Fairness: A Restatement.C. L. Ten - 2003 - Mind 112 (447):563-566.

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