Handbook of Moral and Character Education Second Edition 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 man- dates 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 15 years and points forward to the future. Now in its second edition, this book includes the latest applications of develop- mental and cognitive psychology to moral and character education from preschool to college settings, and much more. Larry Nucci is Adjunct Professor in the Graduate School of Education at the University of California, Berkeley and Editor-in-Chief of the journal Human Development. Darcia Narvaez is Professor in the Department of Psychology at the University of Notre Dame and Executive Editor of the Journal of Moral Education. Tobias Krettenauer is Professor in the Department of Psychology at Wilfrid Laurier University, Associate Editor of the Journal of Moral Education and Consulting Editor for Child Development. Educational Psychology Handbook Series Series Editor: Patricia A. Alexander International Handbook of Research on Conceptual Change, Second Edition Edited by Stella Vosniadou The International Guide to Student Achievement Edited by John Hattie, Eric M. Anderman The International Handbook of Collaborative Learning Edited by Cindy E. Hmelo-Silver, Clark A. Chinn, Carol Chan, and Angela M. O’Donnell Handbook of Self-Regulation of Learning and Performance Edited by Barry J. Zimmerman, Dale H. Schunk Handbook of Research on Learning and Instruction Edited by Patricia A. Alexander, Richard E. Mayer Handbook of Motivation at School Edited by Kathryn Wentzel, Allan Wigfield International Handbook of Research on Conceptual Change Edited by Stella Vosniadou Handbook of Moral and Character Education Edited by Larry P. Nucci, Darcia Narvaez Handbook of Positive Psychology in Schools, Second Edition Edited by Michael Furlong, Rich Gilman, and E. Scott Huebner Handbook of Emotions in Education Edited by Reinhard Pekrun and Lisa Linnenbrink-Garcia Handbook of Moral and Character Education, Second Edition Edited by Larry Nucci, Darcia Narvaez, and Tobias Krettenauer Handbook of Moral and Character Education Second Edition Edited by Larry Nucci, Darcia Narvaez, and Tobias Krettenauer ROUTLEDGE Routledge Taylor & Francis Group NEW YORK AND LONDON Second edition published 2014 by Routledge 711 Third Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN First edition published by Routledge 2008 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2014 Taylor & Francis The right of the editors to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging in Publication Data Handbook of moral and character education / edited by Larry Nucci, Tobias Krettenauer, Darcia Narvaez – Second edition. pages cm. – (Educational psychology handbook) Includes bibliographical references and index. 1. Moral education–Handbooks, manuals, etc. 2. Personality development–Handbooks, manuals, etc. I. Nucci, Larry P. II. Krettenauer, Tobias. III. Narvaez, Darcia. LC268.H264 2014 370.11'4–dc23 2013034759 ISBN: 978-0-415-53233-4 (hbk) ISBN: 978-0-415-53238-9 (pbk) ISBN: 978-0-203-11489-6 (ebk) Typeset in Minion by Wearset Ltd, Boldon, Tyne and Wear CONTENTS List of Figures ix List of Tables x Notes on Editors xi Notes on Contributors xiii Chapter 1 Introduction and Overview 1 LARRY NUCCI, DARCIA NARVAEZ, AND TOBIAS KRETTENAUER Part I DEFINING THE FIELD: HISTORICAL, PHILOSOPHICAL, AND THEORETICAL FOUNDATIONS 9 Chapter 2 Philosophical Moorings 11 THOMAS WREN Chapter 3 Traditional Chinese Philosophies and Their Perspectives on Moral Education 30 GUOZHEN CEN AND JUN YU Chapter 4 Traditional Approaches to Character Education in Britain and America 43 JAMES ARTHUR Chapter 5 Lawrence Kohlberg’s Revolutionary Ideas: Moral Education in the Cognitive-Developmental Tradition 61 JOHN SNAREY AND PETER L. SAMUELSON Chapter 6 Moral Self-Identity as the Aim of Education 84 DANIEL LAPSLEY AND PAUL C. STEY vi s Contents Chapter 7 Teaching Ethically as a Moral Condition of Professionalism 101 ELIZABETH CAMPBELL Part II THEORY-BASED APPROACHES TO MORAL AND CHARACTER EDUCATION 119 Chapter 8 Social Cognitive Domain Theory and Moral Education 121 LARRY NUCCI AND DEBORAH W. POWERS Chapter 9 Developing Ethical Expertise and Moral Personalities 140 DARCIA NARVAEZ AND TONIA BOCK Chapter 10 Developmental Discipline and Moral Education 159 MARILYN WATSON Chapter 11 Constructivist Approaches to Moral Education in Early Childhood 180 CAROLYN HILDEBRANDT AND BETTY ZAN Chapter 12 Toward a Theory of the Just Community Approach: Effects of Collective Moral, Civic, and Social Education 198 FRITZ K. OSER Chapter 13 Contemplative Education: Cultivating Ethical Development through Mindfulness Training 223 ROBERT W. ROESER, DAVID R. VAGO, CRISTI PINELA, LAUREL S. MORRIS, CYNTHIA TAYLOR, AND JESSICA HARRISON Chapter 14 Research-Based Fundamentals of the Effective Promotion of Character Development in Schools 248 MARVIN W. BERKOWITZ AND MELINDA C. BIER Part III SCHOOLS-BASED BEST PRACTICES 261 Chapter 15 Pedagogy for the Whole Child: The Developmental Studies Center’s Approach to Academic, Moral, and Character Education 263 PETER BRUNN Chapter 16 The Complementary Perspectives of Social and Emotional Learning, Moral Education, and Character Education 272 MAURICE J. ELIAS, AMY KRANZLER, SARAH J. PARKER, V. MEGAN KASH, AND ROGER P. WEISSBERG Chapter 17 Smart & Good Schools: A New Paradigm for High School Character Education 290 MATTHEW DAVIDSON, THOMAS LICKONA, AND VLADIMIR KHMELKOV Contents s vii Chapter 18 An Application of Kohlberg’s Theory of Moral Dilemma Discussion to the Japanese Classroom and its Effect on Moral Development of Japanese Students 308 NORIYUKI ARAKI Chapter 19 Moral and Character Education in Korea 326 IN JAE LEE Part IV MORAL EDUCATION IN RELATION TO CIVIC ENGAGEMENT, CITIZENSHIP, AND DEMOCRACY EDUCATION 345 Chapter 20 Citizenship Education in the United States: Regime Type, Foundational Questions, and Classroom Practice 347 WALTER C. PARKER Chapter 21 Fostering the Moral and Civic Development of College Students 368 ANNE COLBY Chapter 22 Citizenship and Democracy Education in a Diverse Europe 386 WOLFGANG EDELSTEIN AND TOBIAS KRETTENAUER Chapter 23 Democratic Moral Education in China 401 SHARON TO, SHAOGANG YANG, AND CHARLES C. HELWIG Part V MORAL AND CHARACTER EDUCATION BEYOND THE CLASSROOM 421 Chapter 24 Positive Youth Development in the United States: History, Efficacy, and Links to Moral and Character Education 423 RICHARD F. CATALANO, JOHN W. TOUMBOUROU, AND J. DAVID HAWKINS Chapter 25 Community Contribution to Moral and Character Development 441 CONSTANCE FLANAGAN, ALISA PYKETT, AND ERIN GALLAY Chapter 26 The Moral and Civic Effects of Learning to Serve 456 DANIEL HART, M. KYLE MATSUBA, AND ROBERT ATKINS Chapter 27 Education for Sustainability: Moral Issues in Ecology Education 471 ELISABETH KALS AND MARKUS MÜLLER viii s Contents Chapter 28 Moral and Character Education Through Sports 488 F. CLARK POWER AND KRISTIN K. SHEEHAN Chapter 29 A Theoretical and Evidenced-Based Approach for Designing Professional Ethics Education 507 MURIEL J. BEBEAU AND VERNA E. MONSON Name Index 535 Subject Index 542 FIGURES 9.1 Triune-ethics Theory Types and Subtypes 145 9.2 Baselines for Virtue Development Co-constructed by Early Experience 147 12.1 Example of a Voting Process in a Swiss Just Community Meeting 206 12.2 Minimal Elements of the JC Approach 212 12.3 Levels of Participation: a Participation Hierarchy 216 13.1 Trans-disciplinary Nature of the Contemplative Science Project 225 13.2 Dualistic vs. Dialectical Meta-models of Human Development 226 13.3 Hypothesized Model of the Extension of Basic Moral Emotions to Embodied Moral Principles Through Social-Emotional Scaffolding 231 13.4 Hypothesized Example of How Mindfulness Can Facilitate Altruistic Behavior in the Presence of Another’s Distress 232 13.5a/b/c/d Four Theoretical Models of the Neural-Psychological Processes Recruited During Contemplative Practices 240–241 17.1 Moral and Performance Character Heuristic 293 18.1 Two Types of Moral Dilemma 315 19.1 The Principle of Expansion of Value Relationships 332 19.2 An Integrated Approach of Moral and Character Education 337 24.1 The Social Development Model: General Model 429 ix TABLES 5.1 Kohlberg’s Six Developmental Stages of Justice Reasoning 66–67 5.2 Kohlberg’s Distinctions Between Type A and Type B Moral Orientations