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| kohlberg just community: Lawrence Kohlberg's Theory of the Just Community Kathleen Tobin, 1994 |
| kohlberg just community: Lawrence Kohlberg's Approach to Moral Education F. Clark Power, Ann Higgins-D'Alessandro, Lawrence Kohlberg, 1989-01-01 Lawrence Kohlberg's Approach to Moral Education presents what the late Lawrence Kohlberg regarded as the definitive statement of his educational theory. Addressing the sociology and social psychology of schooling, the authors propose that school culture become the center of moral education and research. They discuss how schools can develop as just and cohesive communities by involving students in democracy, and they focus on the moral decisions teachers and students face as they democratically resolve problems. As the authors put it: ...we propose an educational renewal of our democratic society.... We have attempted to establish schools that do more than just teach about democratic citizenship, that are themselves democratic societies. |
| kohlberg just community: Lawrence Kohlberg – An Introduction Detlef Garz, 2009-07-22 Lawrence Kohlberg (1927-1987) was one of the key figures in generating theories of human development. Following James Mark Baldwin and Jean Piaget, he designed a research program in order to understand moral development – which he viewed as justice development -, during the life-span. With the help of dilemma-interviews and a comprehensive scoring manual, Kohlberg looked into the stage of development and the moral point of view of children, adolescents and adults both in the United States and abroad. Related herewith, he discussed central topics, such as the relationship be¬tween judgment and action, the transnational universality of moral development, and gender-related morality. His innovative interdisciplinary work embraced the fields of developmental psychology, philosophy, and education among others. His research was inspiring in many aspects and will be inspiring for the years to come. |
| kohlberg just community: Kohlberg's Just Community Stephen Sau-Yan Chow, 2004 |
| kohlberg just community: Moral Education Marvin W. Berkowitz, Fritz Oser, 1985 First Published in 1985. Routledge is an imprint of Taylor & Francis, an informa company. |
| kohlberg just community: Moral Development Elizabeth C. Vozzola, 2014-01-23 A CHOICE Outstanding Academic Title 2014! This class-tested text provides a comprehensive overview of the classical and current theories of moral development and applications of these theories in various counseling and educational settings. Lively and accessible, this text engages students through numerous examples and boxes that highlight applications of moral development concepts in today’s media and/or interviews from some of today’s leading theorists or practitioners. Dilemma of the Day boxes help readers apply theory to real world situations. Each chapter concludes with discussion questions and further resources. Summary tables of theory strengths and weaknesses (Part 1) and tables that connect applications to their theoretical roots are provided in Part 2. Other highlights include: Provides an excellent resource for courses addressing the CACREP program objectives for Human Growth and Development. Emphasis on application helps readers make the connection between theory and moral issues of our time. Examines changes across time and experience in how people understand right and wrong and individual differences in moral judgments, emotions, and actions. Demonstrates how theory is used by today‘s helping professionals (Part 1). Integrates issues of gender and ethnicity throughout to prepare readers for practicing in a global culture. Chapter on global perspectives (ch. 6) reviews theories on the cultural aspects of morality including examples from China, Islam, Latin America, and Africa. Reviews the latest research methods techniques used in the field. Integrates classic work with contemporary guidelines for assessment and treatment. Highlights research on the moral and empathic development of antisocial youth, psychopaths, and individuals diagnosed on the Autism Spectrum. Each chapter in Part 1 provides a comprehensive overview of the theory under review, its strengths and challenges, and examples of how the theory applies to helping professionals. The theories covered include those by Freud, Piaget, Kohlberg, Rest, Gilligan, Nodding, Bandura, Turiel, Nucci, Haidt, and Shweder. Part 1 concludes with a summary of the key points and the strengths and weaknesses of each of the theories reviewed. Part 2 highlights promising applications of moral development theory in education and counseling. These include coverage of character education programs based on sound developmental theory and examples of how drawing on a deep grounding in moral development theory can help future counselors better evaluate their clients’ cognitive, emotional and behavioral challenges. The text explores specific approaches to helping clients with a variety of dysfunctional or developmental behavior problems like conduct disorder and psychopathy. Ideal as a text for advanced undergraduate and/or graduate courses on moral development or moral psychology or as a supplement in courses on human and/or child and/or social and personality development taught in psychology, counseling, education, human development, family studies, social work, and religion, this book’s applied approach also appeals to mental health and school counselors. |
| kohlberg just community: Handbook of Moral and Character Education Larry Nucci, Tobias Krettenauer, 2014-04-24 There is widespread agreement that schools should contribute to the moral development and character formation of their students. In fact, 80% of US states currently have mandates regarding character education. However, the pervasiveness of the support for moral and character education masks a high degree of controversy surrounding its meaning and methods. The purpose of this handbook is to supplant the prevalent ideological rhetoric of the field with a comprehensive, research-oriented volume that both describes the extensive changes that have occurred over the last fifteen years and points forward to the future. Now in its second edition, this book includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings, and much more. |
| kohlberg just community: Moral Dilemmas Carol Gibb Harding, 1985-01-01 Dilemmas are often thought to be unresolvable situations, typically having equally abhorrant alternatives. In everyday affairs however one must not only face moral dilemmas but live through them by making moral choices. This book is a study of dilemmas, choices, and the process of reasoning that goes into both. Contents: Carol Harding, The Psychological Reality of Moral Dilemmas; Marvin W. Berkowitz, Four Perspectives on Moral Argumentation; Georg Lind, Growth and Regression in Cognitive-Moral Development of Young University Students; Lawrence Kohlberg, The Just Community Approach of High School Moral Education; Larry P. Nucci, Children's Conceptions of Morality, Societal Convention, and Religious Prescription; Larry May, The Moral Adequacy of Kohlberg's Moral Development Theory; Marilyn Friedman, Abraham, Socrates, and Heinz: Where Are the Women? Care and Context in Moral Reasoning; Laurence Hunman, The Emotions and the Development of Moral Awareness. |
| kohlberg just community: Labor of Learning Alexander Sidorkin, 2019-02-11 This book is about the end of an era in education. It argues that schooling as we know it will cease to exist and be replaced with something else. Education will undergo a radical, fundamental change, replacing traditional compulsory schooling with a market-based system of learning that is finely tuned to demand and does not rely on extra-economic coercion. The premise of the book is to treat school learning as a form of labor. Its genre lies somewhere between educational theory and a political economy of education. The author explores the origins of the contemporary mass schooling models and redefines school learning in terms of labor, with special reference to genesis of education and to the history of childhood in its connection with schooling. Schools are described as islands of non-market, semi-feudal economies in the midst of the sea of markets, which explains some of the most common worries about learning motivation. The book offers several critiques of the most influential thoughts on schooling today: Progressivism, the Human Capital theory, the belief in intrinsic motivation, the voucher movement and the accountability reform. And finally, it outlines two alternative solutions for educational problems which stem from the essential lack of learning motivation. This book is an invitation to resurrect the tradition of asking fundamental questions about education. Improving what is essentially a flawed institution can take us only so far; the author is inviting the reader to go further. |
| kohlberg just community: Moral Development and Reality John C. Gibbs, 2003-04-23 It can be confidently ventured that the present work by John Gibbs will be one of the most widely discussed contributions to moral psychology in quite some time . . . The text is quite alive intellectually, a real page-turner for those who are animated by cutting-edge debates in the moral domain. This is a work of accomplished and assured scholarship. It offers the best analysis of the contribution of Kohlberg and Hoffman to moral development theory currently available. - JOURNAL OF MORAL EDUCATION, Feb 13, 2004 It can be confidently ventured that the present work by John Gibbs will be one of the most widely discussed contributions to moral psychology in quite some time . . . The text is quite alive intellectually, a real page-turner for those who are animated by cutting-edge debates in the moral domain. This is a work of accomplished and assured scholarship. It offers the best analysis of the contribution of Kohlberg and Hoffman to moral development theory currently available. -- FROM THE FOREWORD by Daniel K. Lapsley, Chair, Educational Psychology Department, Ball State University There is no one with a better understanding of how to help young people behave in a moral manner than John Gibbs. His EQUIP program, discussed in this book, is among the finest peer treatment programs available for antisocial youth. This book offers a far-reaching analysis of basic processes in moral development, and it should be read by anyone who is interested in the theory and practice of promoting positive behavior in even the most troubled young. --William Damon, Director, Stanford Center on Adolescence, Stanford University Moral Development and Reality provides a most engaging journey through the terrain of moral and empathic development through the eyes of a seasoned guide. Gibbs′s extension and integration of his previous work offers a remarkably fresh, interesting, and provocative study, challenging traditional understandings of moral development. -JOURNAL OF MORAL EDUCATION Moral Development and Reality: Beyond the Theories of Kohlberg and Hoffman explores the nature of moral development, social behavior, and human interconnectedness. By comparing, contrasting, and going beyond the works of pre-eminent theorists Lawrence Kohlberg and Martin Hoffman, author John C. Gibbs addresses fundamental questions: What is morality? Can we speak validly of moral development? Is the moral motivation of behavior primarily a matter of justice or of empathy? Does moral development, including moments of moral inspiration, reflect a deeper reality? Useful for promoting classroom debate and academic dialogue, this innovative book examines Fundamental themes of Kohlberg′s cognitive developmental approach The recent integration of Hoffman′s theory and research on empathy and moral development Moral self-relevance and other variables that account for prosocial behavior The understanding and treatment of antisocial behavior Issues of moral motivation, perception, and reality Moral Development and Reality elucidates the full range of moral development from superficial perception to a deeper understanding and feeling through social perspective-taking. Providing case studies and chapter questions, Gibbs creates a unique framework for understanding Kohlberg′s and Hoffman′s influential contributions. Primarily intended for advanced undergraduate and graduate students in the social and behavioral sciences, counseling, and education, Moral Development and Reality will also appeal to scholars in these disciplines. |
| kohlberg just community: Lawrence Kohlberg, the Just Community, and Second Language Education Neil Cruickshank, 2014 |
| kohlberg just community: Handbook of Moral and Character Education Larry Nucci, Darcia Narvaez, 2014-04-24 There is widespread agreement that schools should contribute to the moral development and character formation of their students. In fact, 80% of US states currently have mandates regarding character education. However, the pervasiveness of the support for moral and character education masks a high degree of controversy surrounding its meaning and methods. The purpose of this handbook is to supplant the prevalent ideological rhetoric of the field with a comprehensive, research-oriented volume that both describes the extensive changes that have occurred over the last fifteen years and points forward to the future. Now in its second edition, this book includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings, and much more. |
| kohlberg just community: Models of Moral Education Richard H. Hersh, John P. Miller, Glen D. Fielding, 1980 |
| kohlberg just community: Implementing Kohlberg's "Just Community Concept" in an Alternative High School Elsa R. Wasserman, 1976 |
| kohlberg just community: Portraits of Pioneers in Developmental Psychology Wade Pickren, Donald A. Dewsbury, Michael Wertheimer, 2012-05-04 Utilizing an informal, sometimes humorous style of writing, this book brings to life 16 developmental psychologists who made a significant contribution to their field. Written by noted scholars, each chapter provides a glimpse into the personal and scholarly lives of these innovative pioneers. Some of the chapters are based on the contributor's personal acquaintance with a pioneer allowing for the introduction of previously unavailable information. Suggested Readings allow readers to delve deeper into the material and a tabular list of subjects and authors helps instructors supplement their courses in substantive areas of psychology with ease. The introductory essay prepares the reader for a deeper understanding of the contributions of each of the pioneers. Mamie Phipps Clark had a profound impact on the education of American children. Robert W. White pioneered a new approach to the study of persons across the lifespan. Lois Barclay Murphy’s perspective on the strengths of developing children foreshadowed later developments in positive psychology. Florence Goodenough pioneered new testing methods for children. John Paul Scott was a pioneer in the field of behavior genetics. The book also highlights the many contributions of European pioneers: Jean Piaget, Charlotte Bühler, Heinz Werner, and Lev Vygotsky. Their contributions were carried forward by J. McVicker Hunt in the U.S. and Helena Antipoff in Brazil. Arnold Gesell’s film studies of children’s development remain a landmark accomplishment. Lawrence Kohlberg pioneered the study of moral development across the lifespan. Roger Barker’s studies on aggression and leadership among children eventually led to the development of ecological psychology. Eleanor Jackie Gibson was famous for her work on the visual cliff and for her research on perception and development. Finally, Sidney Bijou had a long career delineating ways to improve the lives of children. Pickren’s concluding essay draws connections between the pioneers and how they contributed to the advancement of the field. Intended as a supplementary text for undergraduate and/or graduate courses in the history of psychology and/or developmental, child, or lifespan psychology taught in psychology, education, and human development, this engaging book also appeals to those interested in and/or teaching these subject areas. Each of the 7 volumes in the Portraits of Pioneers Series contain different profiles bringing more than 140 of psychology’s pioneers to life. |
| kohlberg just community: The Routledge International Handbook of Multidisciplinary Perspectives on Character Development, Volume I Michael D. Matthews, Richard M. Lerner, 2024-03-29 Drawing from philosophy, religion, biology, behavioral and social sciences, and the arts, The Routledge International Handbooks of Multidisciplinary Perspectives on Character Development, Volumes I and II, present cutting-edge scholarship about the concept of character across the life span, the developmental and contextual bases of character, and the key organizations of societal sectors, within and across nations, that promote character development in individuals, families, and communities. This first volume, Conceptualizing and Defining Character, explores the foundations of the field by providing an array of interdisciplinary approaches to character development, including economics, education, law, literature, military science, philosophy, and many more. With contributions from international experts, Volume I brings together cutting-edge research and discusses instances of character development, including civic character, courage, fairness, forgiveness, gratitude, morality, tolerance, and thankfulness. This comprehensive publication is an essential reference for researchers and graduate students in behavioral sciences, biology, philosophy, theology, and economics, as well as practitioners leading or evaluating character education or character development programs around the world. Find Volume II: Moderators, Threats, and Contexts here: www.routledge.com/9781032172453 |
| kohlberg just community: Moral Development Ronald F. Duska, Mariellen Whelan, 1975 Addresses the question of development in moral judgment as well as the relationship between moral developmental theory and Christian morality. |
| kohlberg just community: International Handbook of Teacher Education John Loughran, Mary Lynn Hamilton, 2016-05-04 The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers’ professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education. |
| kohlberg just community: Fifty Modern Thinkers on Education Joy Palmer, David Edward Cooper, Liora Bresler, 2001 Looks at fifty of the twentieth century's most significant contributors to the debate on education. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading. |
| kohlberg just community: Handbook of Moral Behavior and Development William M. Kurtines, Jacob Gewirtz, Jacob L. Lamb, 2013-04-15 The publication of this unique three-volume set represents the culmination of years of work by a large number of scholars, researchers, and professionals in the field of moral development. The literature on moral behavior and development has grown to the point where it is no longer possible to capture the “state of the art” in a single volume. This comprehensive multi-volume Handbook marks an important transition because it provides evidence that the field has emerged as an area of scholarly activity in its own right. Spanning many professional domains, there is a striking variety of issues and topics surveyed: anthropology, biology, economics, education, philosophy, psychology, psychiatry, sociology, social work, and more. By bringing together work on diverse topics, the editors have fostered a mutually-beneficial exchange not only between alternative approaches and perspectives, but also between “applied” and “pure” research interests. The Theory volume presents current and ongoing theoretical advances focusing on new developments or substantive refinements and revisions to existing theoretical frameworks. The Research volume summarizes and interprets the findings of specific, theory-driven, research programs; reviews research in areas that have generated substantial empirical findings; describes recent developments in research methodology/techniques; and reports research on new and emerging issues. The Application volume describes a diverse array of intervention projects — educational, clinical, organizational, and the like. Each chapter includes a summary report of results and findings, conceptual developments, and emerging issues or topics. Since the contributors to this publication are active theorists, researchers, and practitioners, it may serve to define directions that will shape the emerging literature in the field. |
| kohlberg just community: The Inter-Processual Self Kleio Akrivou, German Scalzo, José Víctor Orón Semper, 2019-01-17 How should we understand the self, as well as personal, relational and systemic growth? This volume proposes a radical new way of answering this question. It rests on a non-representational theory of knowledge on how to approach and understand the self and action more broadly. Although it has never been lost, the Aristotelian emphasis on excellence in moral character and practical reason as preconditions for achieving happiness has gradually been degraded. This book suggests that this has happened thanks to a split between knowledge and action that can be traced back to the origins of modernity. Modern academic disciplines in general, and psychology in particular, are based on the idealisation of theoretical, hypothetical and abstract reason, suggesting that this morally neutral ideal must guide human action. This volume systematically integrates those domains in a more profound and meaningful proposal, relevant for current times and challenges. Based on previous research bridging philosophy, psychology and neuroscience, the contributors here identify two alternative paradigms for conceiving of the self and human development: the so-called “autonomous self” (AS) and the “inter-processual self” (IPS). The book considers the person as an ethical being and as the foundational cornerstone of a new theory of self, action and knowing that achieves decisive distance from modern theory’s limitations. To keep on-going dialogue on human development open, the authors introduce a new theoretical model (IPS) which can be scientifically measured and tested; they also suggest its further application in concrete, practical realms, thus touching on how the adoption of the IPS paradigm inspires a renewed view of human cognition, education, governance, and business management. |
| kohlberg just community: Encyclopedia of Educational Reform and Dissent Thomas C. Hunt, 2010-01-20 The history of American education is replete with educational reform, and to a lesser extent, educational dissent. Consider the present: you have various forms of privatization, school choice, the 'No Child Left Behind' act, home schooling, 'value-added' accountability, alternative teacher preparation programs, on-line instruction, etc. This range of activity is not exceptional. For instance, consider the past: progressive education, open education, the junior high school, the middle school, Life Adjustment education, career education, vocational education, the comprehensive high school, school-to-work, year-round schooling, behavioral objectives, proficiency exams (high-stakes testing), whole language, learning packages and self-paced instruction, modular scheduling, site-based management, all presented as the way to reform American schools, at least in part. Then you have the reformers themselves, such as John Dewey, George Counts, Herbert Kohl, John Holt, Charles Silberman, Admiral Hyman Rickover, James Bryant Conant, all the way back to Horace Mann himself. Dissenters, and dissenting movements, while not as numerous and certainly not as well known in educational circles, count the various faith-based schools and individuals such as Archbishop Hughes of New York.Clearly, this is an area rich in ideas, rife with controversy, and vital in its outcome for individuals and the nation as a whole. And yet, strangely enough, there exists no major encyclopedia bringing the varied strands together in one place as a ready reference for scholars, teachers, school administrators, and students studying to enter the educational profession. This two-volume work is intended to be that authoritative resource. Key themes and topics include: biographies of reformers and dissenters theoretical and ideological perspectives key programs and legislation judicial verdicts impacting educational change in America the politics and processes of educational reform and policy making dissent and resistance to reform technology's impact on educational reform. A Reader's Guide in the front matter groups entries around such themes to help readers find related entries more easily. |
| kohlberg just community: Oasis of Dreams Grace Feuerverger, 2013-08-21 Neve Shalom/Wahat Al-Salam (the Hebrew and Arabic words for Oasis of Peace) is a community founded by Jews and Palestinians that is aimed at demonstrating the possibilities for living in peace while maintaining their respective cultural heritages and languages. The village schools represent a unique educational experience: an opportunity for Jewish and Palestinian children to learn together in a Hebrew-Arabic bilingual, bicultural, binational setting. This book, a result of the author's nine year study of the schools in the village, explores the psychological and social dimensions of this important educational endeavor. Award-winning author Grace Feuerverger explores teaching and learning in schools as a sacred life journey, a quest toward liberation. Written for teacher/educators who wish to make a real difference in the lives of their students, this book speaks to everyone who finds themselves, as she did, on winding and often treacherous paths, longing to discover the meaning and potential in their professional lives at school. A child of Holocaust survivors, Feuerverger wrote this book to tell how schools can be transformed into magical places where miracles happen. In an era of narrow agendas of 'efficiency' and 'control', this book dares to suggest that education is and should always be about uplifting the human spirit. |
| kohlberg just community: Social Justice through Sport and Exercise Psychology Leslee A. Fisher, 2025-01-31 Social Justice Through Sport and Exercise Psychology: Intergenerational Voices and An Embodied Approach provides a narration of the history of social justice work in sport and exercise psychology as advanced through the voices of those leaders who have dared to imagine a more just and equitable sporting world. By situating their history through critical genealogy, within an analysis of the larger social relationships of power in both the competitive sporting context and the field of sport and exercise psychology (including patriarchy, sexism, racism, classism, ableism, and homonegativity), an effort is made to illuminate their political lineages and how these individuals utilized social justice theories and critical reflexivity in their work. The fourfold purpose of this brand new and cutting-edge volume is to (1) frame the critical genealogy and political lineages of leaders in the field of sport and exercise psychology, who have promoted social justice in their work; (2) provide an autobiographical sketch for each of the authors that chronicles the ways their life experiences and trajectories have influenced their respective philosophies of social justice; (3) flesh out how those philosophies are evidenced, both implicitly and explicitly, in their work; and (4) illustrate how a social justice framework has informed their respective consulting philosophies. Social Justice Through Sport and Exercise Psychology: Intergenerational Voices and An Embodied Approach is key reading not only for scholars, students, and practitioners in the field of sport and exercise psychology but also for those in the subdisciplines of sport sociology, athletic training, and strength and conditioning, as well as licensed professional counsellors, licensed clinical social workers, and certified athletic trainers. |
| kohlberg just community: Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes Keough, Penelope D., 2019-01-25 Strategies for effective problem-solving and decision-making are efficient ways for professionals to solve the moral dilemmas that confront them in their daily practice. Feelings of wellbeing and positive outcomes, often impeded by the failure to make decisions, can result when strategies are developed from psychological theories and positive mindsets. Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes is a pivotal reference source that synthesizes major psychological theories to show that any moral dilemma can be solved by using the correct positive mindset based on psychological theory and superimposing a basic ethical template to reach a conclusive decision. While highlighting topics such as cultural identity, student engagement, and education standards, this book is ideally designed for clinical practitioners, psychologists, education professionals, administrators, academicians, and researchers. |
| kohlberg just community: Moral Development Elizabeth C. Vozzola, Amie K. Senland, 2022-03-21 Moral Development offers a comprehensive overview of classic and current theories of moral development and applications of these theories in various counseling and educational settings. It examines changes across time and experience in how people understand right and wrong, and individual differences in moral judgements, emotions, and actions. Elizabeth C. Vozzola and Amie K. Senland review the latest research in the field and integrate classic work with contemporary perspectives on assessment and treatment. Part 1 provides an understanding of a range of theories, explaining their strengths and challenges, and offering examples of how these theories apply to helping professionals. It covers Freud, Piaget, Kohlberg, Rest, Gilligan, Nodding, Bandura, Turiel, Nucci, Narvaez, Haidt, and Shweder. Part 2 highlights promising applications of moral development theory in education and counseling. Fully updated with new chapters on faith development and moral and prosocial development in infancy and early childhood, the text explores specific approaches to helping clients with a variety of clinical or developmental challenges and provides an excellent resource for courses addressing the CACREP program objectives for Human Growth and Development. It also integrates issues of gender, ethnicity, and culture throughout to prepare readers for practicing in a global culture and presents a new perspective: the cultural developmental approach. Illustrated throughout with examples that highlight applications of moral development concepts in today’s media, it also includes interviews from some of today’s leading theorists and practitioners. Ideal as a text for advanced courses on moral development and moral psychology, as well as courses on human, child, social and personality development taught in psychology, counseling, education, human development, family studies, social work, and religion. Its applied approach also appeals to mental health and school counselors. |
| kohlberg just community: The Adolescent as Decision-Maker , 2014-06-28 This book reviews current theories and research on adolescent development and their implications for education. It is organized around the theme of the adolescent as decision-maker, and covers areas of normal development that are crucial for the transition to independence. The issues raised by the thoughtful reviews will stimulate discussion and debate and will provide new perspectives on adolescence. |
| kohlberg just community: Knowledge and Development J. M. Gallagher, 2012-12-06 IRVING E. SIGEL This volume of essays is a broad-gauged effort directed at reflections on the applicability of Piagetian theory to education. Identification and de termination of the relevance of Piagetian theory to education is of course not new. The bibliographies in this volume do attest to that assertion. Then why the persistent interest and why still another volume? Rather than deal with the relevance of each article to these issues, let us deal with the basic question of why such continued interest in application of Piagetian theory to education, and further raise the problem of the feasi bility of such a task. Three questions come immediately to mind: Why the interest in applicability? What are some of the problems that arise in application? Is Piagetian theory applicable to education? Why the continued interest in application of Piagetian theory in education? The answer to this question resides in the sociological and educational issues that arose twenty years ago and still persist in American education-namely, the need to upgrade the quality of education by providing a coherent conceptual system with a developmental em phasis. People gravitated to Pia get because it was the only major system sufficiently comprehensive, as well as substantive. While learning theories abound, they do not tie together general cognitive development with specific relevant content areas, e. g. , development of such knowl edge domains as number, time, space, geometry, etc. Thus, Piaget offers a development framework within which content areas are embedded. |
| kohlberg just community: A Pedagogy of Humanist Moral Education Marc Silverman, 2017-01-26 This book sheds new light on the life and work of Janusz Korczak, the twentieth century humanist moral educator and path-breaking social-pedagogue who is generally unknown in the English speaking world. In the two orphanages he led in Warsaw, Poland Korczak developed an innovative array of educational practices that motivated children from broken families suffering from serious social-interpersonal pathologies to re-form themselves during the five to seven years they lived in the orphanage. By offering its readers a systematic presentation of Korczak's worldview, educational philosophy and work, and exposing them to a rich selection of his writings, this book seeks to inform the English speaking educated public about an educator who unceasingly strived to make the world a better place for people and to make better people for the world. |
| kohlberg just community: Challenges and Innovations in Educational Psychology Teaching and Learning M Cecil Smith, Nancy DeFrates-Densch, 2016-04-01 Leading faculty members in educational psychology, who are expert classroom teachers, describe inherent difficulties encountered when teaching different subject matter in educational psychology to diverse populations of students, including undergraduate teacher candidates, psychology and child development majors, and graduate students in education and psychology. Educational psychology addresses subject matter as diverse as child and adolescent development, motivation, learning theories, student assessment, teacher expertise, and research methods and statistics. Drawing from their years of classroom experience, as well as their expertise in designing and conducting educational research, the contributing authors report their successful instructional efforts and innovations designed to increase student learning and knowledge of the discipline. |
| kohlberg just community: Handbook of Research on Schools, Schooling and Human Development Judith L. Meece, Jacquelynne S. Eccles, 2010-06-10 Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods. |
| kohlberg just community: Educating Moral Sensibilities in Urban Schools , 2019-02-11 Nowadays, schools face the challenge of creating pedagogical environments that are sensitive to numerous individual backgrounds in order to support students’social and academic success. Urban schools are communities with rich possibilities to learn how to think, feel and act morally. In this task, principals, teachers, parents and students of the schools each have their own voice. All these voices have to be heard in order to build communities with moral sensibilities. This book brings together recent work by international researchers from nine countries in the fields of moral development and citizenship education. The book consists of twelve chapters and it is divided into three parts. While the first part deals with the voices of urban school educators, the second part contains chapters with the focus on students. The third part is about curriculum, programs and practices in schools that contribute to the education of moral sensibilities in the school communities. This book can be used as a textbook in moral and citizenship education or as an updated research report on international research on moral sensibilities. |
| kohlberg just community: The Just Community Approach to Moral Education in Religious Public Schools in Israel Yael Barenholtz, Jewish Theological Seminary of America. William Davidson Graduate School of Jewish Education, Lawrence Kohlberg, 2005 This work aims to investigate the extent to which the Just Community approach to moral education is compatible with Israeli religious schools.It suggests the kinds of adaptation necessary if Lawrence Kohlberg's Just Community concept is to be implemented succesfully in these schools. |
| kohlberg just community: Ethics and Activism Michael L. Gross, 1997-08-28 Responsible citizens are expected to combine ethical judgement with judiciously exercised social activism to preserve the moral foundation of democratic society and prevent political injustice. But do they? Utilizing a research model integrating insights from rational choice theory and cognitive developmental psychology this book, first published in 1997, carefully explores three exemplary cases of morally inspired activism: Jewish rescue in wartime Europe, abortion politics in the United States, and peace and settler activism in Israel. From all three analyses a single conclusion emerges: the most politically competent individuals are, most often, the least morally competent. This is the central paradox of political morality. These findings cast doubt on strong models of political morality characterized by enlightened moral reasoning and concerted political action while affirming alternative weak models that fuse activism with sectarian moral interests. They provide empirical support to further upend the liberal vision of democratic character, education, and society. |
| kohlberg just community: Identity in Adolescence Jane Kroger, 1996 Jane Kroger presents an updated and expanded critique of five of the most important theorists addressing adolescent identity: Erickson, Blos, Kohlberg, Loevinger and Kegan. |
| kohlberg just community: Values Education John R. Meyer, 1975-09-01 Values—those intangible guideposts—serve as standards and perceptual screens which assist us in selecting our priorities for reflection and action. Our quest is to clarify, compare, and form values expressed in defensible and consistent value judgements and actions. |
| kohlberg just community: Rethinking Goodness Michael A. Wallach, Lise Wallach, 1990-01-01 Arguing that a psychological basis for ethics can be found in human motivation, Rethinking Goodness proposes a naturalistic ethics that transcends the conflict between liberalism and authoritarianism--the conflict between freedom at the price of narcissism and morality at the price of coercion. The authors offer a third option, an ethic broader than liberalism's pursuit of the personal, that avoids jeopardizing, as do authoritarian positions, the centrality of individual autonomy. |
| kohlberg just community: Human Development Theories R Murray Thomas, 1999-08-24 Human Development Theories reveals how different theories of development contribute to an understanding of cultural influences on the lives of children and youth. R Murray Thomas argues that, in order to comprehend a culture in all its complexities, that culture must be viewed from a succession of vantage points. |
| kohlberg just community: Handbook of Classroom Management Carolyn M. Evertson, Carol S. Weinstein, 2013-10-31 Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management. |
| kohlberg just community: Theory and Research in Behavioral Pediatrics H.E. Fitzgerald, B.H. Lester, M.W. Yogman, 2012-12-06 This volume posits two theories of behavioral pediatrics: that scientific and clinical study of organism--environment transactions requires investigators to alter recognize the importance of systemic models over mechanistic models; and that attention must be given to environmental contexts of development, and to the events in the environment that trigger and regulate the organization, development, and expression of human behavior. |
Kohlberg's Stages of Moral Development - Simply Psychology
Mar 12, 2025 · Kohlberg’s theory of moral development outlines how individuals progress through six stages of moral reasoning, grouped into three levels: preconventional, conventional, and …
Kohlberg
Kohlberg is a leading middle market private equity firm based in Mount Kisco, New York
Kohlberg’s Stages of Moral Development (6 Stages + Examples)
Oct 20, 2023 · Kohlberg's Stages of Moral Development is a theory proposed by psychologist Lawrence Kohlberg (1927-1987), which outlines the different levels and stages of moral …
Kohlberg's Theory of Moral Development - Verywell Mind
Jan 29, 2025 · American psychologist Lawrence Kohlberg developed one of the best-known theories exploring some of these basic questions. His work modified and expanded upon Jean …
Lawrence Kohlberg - Wikipedia
Lawrence Kohlberg (/ ˈkoʊlbɜːrɡ /; October 25, 1927 – January 17, 1987) was an American psychologist best known for his theory of stages of moral development. He served as a professor …
Lawrence Kohlberg's stages of moral development - Wikipedia
Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this …
Lawrence Kohlberg | American Psychologist & Moral …
Lawrence Kohlberg was an American psychologist and educator known for his theory of moral development. Kohlberg was the youngest of four children of Alfred Kohlberg, a successful silk …
Kohlberg’s Stages of Moral Development - The Psychology …
May 21, 2020 · Based on Piaget’s Theory of Cognitive Development, American psychologist Lawrence Kohlberg (1927-1987) developed his own theory of moral development in children.
Kohlberg (1968) | Reference Library | Psychology | tutor2u
Mar 22, 2021 · Background and aim: Motivated by Piaget’s theory of moral development, Kohlberg gradually developed his own ideas and suggested that we have three levels of moral thinking and …
Understanding Kohlberg’s Theory of Moral Development: A …
Kohlberg’s Theory of Moral Development, rooted in the cognitive development theory of Jean Piaget, provides a framework for understanding how individuals evolve their moral reasoning …
Kohlberg's Stages of Moral Development - Simply Psychology
Mar 12, 2025 · Kohlberg’s theory of moral development outlines how individuals progress through six stages of moral reasoning, grouped into three levels: preconventional, conventional, and …
Kohlberg
Kohlberg is a leading middle market private equity firm based in Mount Kisco, New York
Kohlberg’s Stages of Moral Development (6 Stages + Examples)
Oct 20, 2023 · Kohlberg's Stages of Moral Development is a theory proposed by psychologist Lawrence Kohlberg (1927-1987), which outlines the different levels and stages of moral …
Kohlberg's Theory of Moral Development - Verywell Mind
Jan 29, 2025 · American psychologist Lawrence Kohlberg developed one of the best-known theories exploring some of these basic questions. His work modified and expanded upon Jean …
Lawrence Kohlberg - Wikipedia
Lawrence Kohlberg (/ ˈkoʊlbɜːrɡ /; October 25, 1927 – January 17, 1987) was an American psychologist best known for his theory of stages of moral development. He served as a professor …
Lawrence Kohlberg's stages of moral development - Wikipedia
Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this …
Lawrence Kohlberg | American Psychologist & Moral …
Lawrence Kohlberg was an American psychologist and educator known for his theory of moral development. Kohlberg was the youngest of four children of Alfred Kohlberg, a successful silk …
Kohlberg’s Stages of Moral Development - The Psychology …
May 21, 2020 · Based on Piaget’s Theory of Cognitive Development, American psychologist Lawrence Kohlberg (1927-1987) developed his own theory of moral development in children.
Kohlberg (1968) | Reference Library | Psychology | tutor2u
Mar 22, 2021 · Background and aim: Motivated by Piaget’s theory of moral development, Kohlberg gradually developed his own ideas and suggested that we have three levels of moral thinking and …
Understanding Kohlberg’s Theory of Moral Development: A …
Kohlberg’s Theory of Moral Development, rooted in the cognitive development theory of Jean Piaget, provides a framework for understanding how individuals evolve their moral reasoning …
