About the Book
There is widespread agreement that schools should contribute to students’ moral development and character formation. Currently 80% of states have mandates regarding character education. This apparent support for moral education, however, masks a high degree of controversy surrounding the meaning and the methods of moral and/or character education. The purpose of this Handbook is to replace the ideological rhetoric that infects this field with a comprehensive, research-oriented volume that includes the extensive changes that have occurred over the last fifteen years. Coverage includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings.
Table of Contents:
@toc:1: Introduction and Overview, Larry Nucci and Darcia Narvaez
Section I: Defining the Field: Historical, philosophical and methodological foundations
2: Philosophical Moorings, Thomas Wren
3: Moral Self-Identity as the Aim of Education , Dan Lapsley
4: Moral Education in the Cognitive Developmental Tradition, John Snarey
5: Traditional Approaches to Character Education in Britain and America, James Arthur
6: Character Education as the Cultivation of Virtue, David Carr
7: School, Community and Moral Education, Kenneth A. Strike
8: Research and practice in moral and character education: Loosely coupled phenomena, James S. Leming
Section 2: Relationships in Schools and Classrooms
9: Caring and Moral Education, Nel Noddings
10: Developmental Discipline and Moral Education, Marilyn Watson
11: Social Interdependence, Moral Character and Moral Education, David W. Johnson, Roger T. Johnson
12: The Just Community Approach to Moral Education and the Moral Atmosphere of the School
F. Clark Power & Ann Higgins –D’Alessandro
13: Social and Emotional Learning, Moral Education, and Character Education: A Comparative Analysis and a View Toward Convergence, Maurice J. Elias, , V. Megan Kash, Roger P. Weissberg, Mary Utne O’Brien
14: Peer Relationships and Social Groups: Implications for Social and Moral Education, Stacey S. Horn, Christopher Daddis, Melanie Killen
Section 3: Contemporary Approaches
15: Moral Education and Domain Theory, Larry Nucci
16: Human Flourishing and Moral Development: Cognitive and Neurobiological Perspectives of Virtue Development, Darcia Narvaez
17: The Child Development Project: Creating Caring School Communities, Victor A. Battistich
18: Constructivist Approaches to Moral Education in Early Childhood, Carol Hildebrandt, Betty Zan
19: Smart & Good Schools: A New Paradigm for High School Character Education, Matthew Davidson, Thomas Lickona, Vladimir Khmelkov
20: Fostering the Moral and Civic Development of College Students, Anne Colby
21: What Works in Character Education: What is Known and What Needs to be Known , Marvin W. Berkowitz, Victor A. Battistich, Melinda Bier
22: Education for Integrity: Connection, Compassion and Character, Rachael Kessler with Catherine Fink
Section 4: Moral and Character Education Beyond the Classroom
23: Positive Youth Development in the United States: History, Efficacy, and Links to Moral and Character Education, Richard F. Catalano, J. David Hawkins, John W. Toumbourou
24: The Moral and Civic Effects of Learning to Serve, Dan Hart, M. Kyle Matsuba, Robert Atkins
25: Sport and the Development of Character, David Light Shields, Brenda Light Bredemeier
26: The Community Contribution to Moral Development and Character, Jim Lies, Kendall Cotton Bronk, Jennifer Menon Mariano
27: Media and Prosocial Behavior in Children and Adolescents, Marjorie J. Hogan, Victor C. Strasburger
Section 5: Professional Issues
28: Guided by Theory, Grounded in Evidence: A Way Forward for Professional Ethics Education, Muriel J. Bebeau, Verna E. Monson
29: Teacher Education for Moral and Character Education, Merle Schwartz
30: Teaching Ethically as a Moral Condition of Professionalism, Elizabeth Campbell
