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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References found in this work BETA
Caring: A Feminine Approach to Ethics and Moral Education.Nel Noddings - 1984 - University of California Press.
After Virtue: A Study in Moral Theory.Alasdair C. MacIntyre - 2007 - University of Notre Dame Press.
Citations of this work BETA
Educating for Moral Ability: Reflections on Moral Development Based on Vygotsky's Theory of Concept Formation.Paul Duncan Crawford - 2001 - Journal of Moral Education 30 (2):113-129.
Continuity and Change in Moral Meaning-Making—a Transactional Approach.Johan Ohman & Leif Ostman - 2007 - Journal of Moral Education 36 (2):151-168.
The Social Mediation of a Moral Dilemma: Appropriating the Moral Tools of Others.Val Turner & Elisha Chambers - 2006 - Journal of Moral Education 35 (3):353-368.
A Narrative Approach to Moral Experience Using Dramatic Play and Writing.Nancy Bouchard - 2002 - Journal of Moral Education 31 (4):407-422.
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