Nice is Not Enough Facilitating Moral Development

by Nucci, Larry

• ISBN13: 9780131886513
• ISBN10: 0131886517
• Edition: 1st
• Format: Paperback
• Copyright: 2008-08-07
• Publisher: Pearson

Summary

The only text of its kind, and written bytheleading U.S. figure in the field of moral development, Larry Nuccirs"sNice Is Not Enough: Facilitating Moral Developmentfulfills a dire need in the marketplace for a text on moral development and moral education based on the social cognitive domain theory. The text was written to provide a highly readable, research-based approach to applying developmental psychology to moral education for education practitioners and teacher education majors. Readers will appreciate the practical information featured throughout the text on how to integrate the newest research on studentsrs" social and moral development into everyday classroom practices. The author provides an overview of how childrenrs"s concepts of morality form a dimension distinct from social convention and religious norms, presents a non-arbitrary basis for moral education that respects cultural and religious orientations. The chapters illustrate how to integrate moral education into classroom management practices and the regular academic curriculum. Filled with a myriad of examples of authentic lesson plans based on social studies, literacy, the sciences, art, and math for elementary, middle school and high school students, this unique and practical text conveys a more accurate account of moral development, especially in adolescence. A perfect supplement to courses in Educational Psychology, Child Development, and Classroom Management.

Table of Contents

Introduction	p. 1
Moral and Social Development	p. 5
Defining the Moral Domain	p. 7
Morality and Social Convention	p. 8
Research Evidence	p. 10
Morality and Religious Norms	p. 11
Findings with Catholics	p. 12
Findings with Jews and Non-Catholics	p. 13
Summary of Findings on Morality and Religion	p. 16
The Personal Domain	p. 16
The Social Experiential Origins of Children's Morality	p. 18
Children's Responses to Moral and Conventional Transgressions	p. 18
Adult Responses to Moral and Social Conventional Transgressions	p. 20
Social Interactions and the Personal Domain	p. 20
Summary	p. 22
Moral Complexity	p. 23
Domain Overlap	p. 23
Informational Assumptions	p. 24
Summary	p. 25
The Development of Morality, Convention, and the Personal	p. 27
Age-Related Changes in the Personal Domain	p. 28
Early Elementary	p. 29
Middle Elementary	p. 30
Middle School	p. 31
High School	p. 32
Developmental Dynamics Between the Personal and Conventional Domains	p. 33
The Development of Concepts of Social Convention	p. 34
Early Elementary (Level I, Grades K-2): Convention as Reflecting Observed Social Regularities	p. 35
Middle Elementary (Level II, Grades 3-4): Negation of Convention as Empirical Regularity	p. 37
Middle Elementary (Level III, Grades 5-6): Affirmation of Convention as Authority-Based Rules for Social Order; Early Concrete Conception of Social System	p. 38
Middle School (Level IV, Grades 6-8): Negation of Convention as Part of a Rule System; Conventions Simply the Dictates of Authority	p. 39
High School: Affirmation of Convention as Mediated by Social System; Conventions as Constituent Elements of Society	p. 40
The Development of Concepts of Morality in Childhood and Adolescence	p. 43
The Development of Distributive Justice/Fairness	p. 43
The Development of Concepts of Harm and Welfare	p. 46
Summary of Findings on Moral Development	p. 50
Development and Cross-Domain Interactions	p. 50
Summary	p. 51
Social Life in Schools and Classrooms: Establishing the Foundation for Moral Development	p. 53
Schools and Classrooms as Moral Institutions: Rules, Norms, and Procedures	p. 55
Children's Concepts About School Rules	p. 56
Rules and Morality	p. 56
Classroom Social Conventions	p. 57
Teacher Authority and Domain Appropriate Responses to Rule Violations	p. 63
Summary	p. 66
Facilitating Moral Development Through School Climate and Developmental Discipline	p. 67
Establishing a Moral Atmosphere	p. 67
Moral Development and Emotion	p. 67
Moral Development and the Social-Emotional Climate	p. 70
Facilitating Moral and Social Development Through Discipline	p. 74
Facilitating Moral Development Through Social Problem Solving	p. 75
Facilitating Social Development Through the Judicious Use of Consequences	p. 81
Summary	p. 85
Facilitating Moral Development Through the Academic Curriculum	p. 87
Using the Academic Curriculum for Moral Development: The Basics	p. 91
Goals	p. 92
Basic Principles	p. 94
Putting This Into Practice	p. 98
Lesson Formats	p. 98
Identifying and Categorizing Issues by Domain	p. 100
Structuring Effective Developmental Discussions	p. 102
Communicative Discourse: Nine Rules for Having a Good Discussion	p. 103
Transactive Discussion	p. 103
Communicative Discourse	p. 104
Preparing Students to Engage in Productive Discussion	p. 105
Common Questions for Setting Up Discussions	p. 107
Summary	p. 109
Using the Academic Curriculum for Moral and Social Development in the Elementary Grades (K-5)	p. 111
Morality	p. 112
The Primary Grades (Kindergarten-Grade 2)	p. 112
The Middle Elementary Grades (Grade 3-Grade 5)	p. 114
Social Convention	p. 121
The Primary Grades (Kindergarten-Grade 2)	p. 121
The Middle Elementary Grades (Grade 3-Grade 5)	p. 121
The Personal	p. 123
The Primary Grades (Kindergarten-Grade 2)	p. 123
Mixed Domain Issues: Conventional-Moral	p. 125
Using the Academic Curriculum for Moral and Social Development in Middle School Grades (6-8)	p. 131
Morality	p. 132
Social Studies	p. 132
Mathematics	p. 136
Social Convention	p. 140
Social Studies	p. 140
Personal	p. 148
Literature/English	p. 148
Using the Academic Curriculum for Moral and Social Development in High School	p. 155
Morality	p. 156
Mathematics	p. 156
Sciences	p. 158
Social Convention	p. 161
Visual Arts	p. 161
Personal Domain	p. 163
American Literature	p. 164
Combining Morality with Convention and the Personal (Fostering Domain Coordination)	p. 165
American Literature/English	p. 166
Social Studies: American History	p. 173
Social Studies: American History	p. 175
Expanding the Lesson: Service Learning, "Fair Trade"	p. 179
Closing Thoughts	p. 183
References	p. 185
Name Index	p. 195
Subject Index	p. 199
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