Larry Nucci – författare

The Handbook of Moral and Character Education offers a definitive, state-of-the-art synthesis of leading scholarship in moral and character education. A subject of international interest and the focus of numerous governmental curricular mandates, the moral development and character formation of students are increasingly recognized as an essential component of a well-rounded schooling experience. This comprehensive volume explores the philosophical, psychological, and educational issues that define the field; links robust theoretical and empirical foundations to effective classroom practice; highlights implications for civic engagement and social justice; and follows the lessons learned from moral and character education into contexts outside of schools.

Fully revised and updated, this third edition features a refreshed research base, coverage of digital pedagogies, out-of-school programs, and informal learning, and discussions about the role of reason, emotion, cultural processes, and citizenship/democracy in education. Further, the book’s substantive emphasis on diversity and equity in the field results in greater racial, ethnic, and geographic representation among contributing authors, inclusion of historically marginalized school communities and student identities, and coverage of practices such as transformative social and emotional learning (SEL), restorative justice, and education for environmental sustainability.

The Handbook of Moral and Character Education offers a definitive, state-of-the-art synthesis of leading scholarship in moral and character education. A subject of international interest and the focus of numerous governmental curricular mandates, the moral development and character formation of students are increasingly recognized as an essential component of a well-rounded schooling experience. This comprehensive volume explores the philosophical, psychological, and educational issues that define the field; links robust theoretical and empirical foundations to effective classroom practice; highlights implications for civic engagement and social justice; and follows the lessons learned from moral and character education into contexts outside of schools.

Fully revised and updated, this third edition features a refreshed research base, coverage of digital pedagogies, out-of-school programs, and informal learning, and discussions about the role of reason, emotion, cultural processes, and citizenship/democracy in education. Further, the book’s substantive emphasis on diversity and equity in the field results in greater racial, ethnic, and geographic representation among contributing authors, inclusion of historically marginalized school communities and student identities, and coverage of practices such as transformative social and emotional learning (SEL), restorative justice, and education for environmental sustainability.

The premise of this book is that individuals and societies have an inexorable urge to morally develop by challenging the assumptions of the previous generation in terms of what is right and wrong. The focus is on the nature and functional value of conflicts and challenges to the dominant moral and social values framework. Through this analysis, individuals develop moral character through conflict with their local authority figures, including parents. The moral structure of societies evolves through intergenerational challenges to and contradictions with the dominant social order. The book is divided into three parts to help frame this discussion:*Part I directly takes up the issue of resistance as it occurs at a cultural level, and the implications of such resistance for moral education and socialization.*Part II explores the normative forms of adolescent resistance and contrarian behavior that vex parents and teachers alike.*Part III brings back the issue of societal structure and culture to illustrate how negative features of society--such as racial discrimination and economic disparity--can feed into the construction of negative moral identity in youth posing challenges to moral education.Taken together, this collection presents a rich counterpoint to the pictures of moral growth as the progressive sophistication of moral reasoning or the gradual accretion of moral virtues and cultural values. It will benefit those in developmental, social, and cognitive psychology, as well as sociology, political science, and education.

The premise of this book is that individuals and societies have an inexorable urge to morally develop by challenging the assumptions of the previous generation in terms of what is right and wrong. The focus is on the nature and functional value of conflicts and challenges to the dominant moral and social values framework. Through this analysis, individuals develop moral character through conflict with their local authority figures, including parents. The moral structure of societies evolves through intergenerational challenges to and contradictions with the dominant social order. The book is divided into three parts to help frame this discussion:*Part I directly takes up the issue of resistance as it occurs at a cultural level, and the implications of such resistance for moral education and socialization.*Part II explores the normative forms of adolescent resistance and contrarian behavior that vex parents and teachers alike.*Part III brings back the issue of societal structure and culture to illustrate how negative features of society--such as racial discrimination and economic disparity--can feed into the construction of negative moral identity in youth posing challenges to moral education.Taken together, this collection presents a rich counterpoint to the pictures of moral growth as the progressive sophistication of moral reasoning or the gradual accretion of moral virtues and cultural values. It will benefit those in developmental, social, and cognitive psychology, as well as sociology, political science, and education.

In this volume, the reader will find a host of fresh perspectives. Authors seek to reconceptualize problems, offering new frames for understanding relations between culture and human development.

Contributors include scholars from the disciplines of philosophy, law, theology, anthropology, developmental psychology, neuro- and evolutionary psychology, linguistics, cognitive science, and physics. To help organize the discussions, the volume is divided into three parts. Each part reflects an arena of current scholarly activity related to the analysis of culture, cognition, and development.

The editors cast a wide but carefully crafted net in assembling contributions to this volume. Though the contributors span a wide range of disciplines, features common to the work include both clear departures from the polemics of nature-nurture debates and a clear focus on interacting systems in individuals'' activities, leading to novel developmental processes. All accounts are efforts to mark new and productive paths for exploring intrinsic relations between culture and development.

In this volume, the reader will find a host of fresh perspectives. Authors seek to reconceptualize problems, offering new frames for understanding relations between culture and human development.

Contributors include scholars from the disciplines of philosophy, law, theology, anthropology, developmental psychology, neuro- and evolutionary psychology, linguistics, cognitive science, and physics. To help organize the discussions, the volume is divided into three parts. Each part reflects an arena of current scholarly activity related to the analysis of culture, cognition, and development.

The editors cast a wide but carefully crafted net in assembling contributions to this volume. Though the contributors span a wide range of disciplines, features common to the work include both clear departures from the polemics of nature-nurture debates and a clear focus on interacting systems in individuals'' activities, leading to novel developmental processes. All accounts are efforts to mark new and productive paths for exploring intrinsic relations between culture and development.