- The Oxford Handbook of Religion and American Education
- Religion, Privatization, and American Educational Policy
- Secularism and Religion in American Education
- Pluralism in Religion and American Education
- Religious Literacy in American Education
- Religious Liberty in American Education
- Democracy, Religion, and American Education
- Faith Development
- Moral Education
- Religious Education in the Traditions
- Religious Education Between the Traditions
- Private Religious Schools
- Religion and Homeschooling
- Public Funding of Private Religious Schools
- Religiously Affiliated Charter Schools
- Law and Religion in American Education
- Religious Expression in Public Schools
- Religion and the Public School Curriculum
- The Bible and American Public Schools
- Religion, Extracurricular Activities, and Access to Public School Facilities
- Religious Freedom, Common Schools, and the Common Good
- Religion in Mainline and Independent Private Higher Education
- Evangelical Higher Education
- Catholic Higher Education
- Religion and Spirituality in Public Higher Education
- Theological Education
- Religion, Spirituality, and College Students
- Religion, Spirituality, and College Faculty
- Teaching Religious Studies
- Teaching About Religion Outside of Religious Studies
- Campus Ministry
Abstract and Keywords
This chapter positions moral education as concordant with the moral component of religion, but does not equate moral education with socialization into the particular norms or conventions of any specific faith tradition. Research findings have revealed that deeply religious children and adolescents make a similar set of distinctions between religious conventions and moral prescriptions regarding fairness and the welfare of others. This research forms the basis of a critique of the proposition that religiously devout people maintain a separate “morality of divinity.” The chapter reviews research on moral education designed to stimulate development of these universal moral understandings of fairness and welfare through developmental approaches to classroom rules and discipline together with practices that foster responsive engagement and transactive forms of discourse to stimulate the development of a critical moral perspective. This developmental approach to moral education is compatible with the basic moral core of religious systems but may be viewed as challenging to religious traditions and customs that sustain social inequalities.
Larry Nucci is adjunct professor of Human Development and Education at the University of California, Berkeley, and professor emeritus of Educational Psychology at the University of Illinois at Chicago. He is the author/editor of seven books including Education in the Moral Domain (Cambridge, 2001), Nice is Not Enough: Facilitating Moral Development (Pearson, 2009), and the Handbook of Moral and Character Education (with Darcia Narvaez and Tobias Krettenauer; Routledge, 2014). He is the editor in chief of the journal Human Development.
Robyn Ilten-Gee is a doctoral student in Human Development and Education at the University of California, Berkeley. She has worked as a journalism instructor and reporter with Youth Radio. Her current research is on adolescents’ moral reasoning about adversity and conflict through multimodal storytelling. Her interests include exploring ways to use children’s media and literature to facilitate moral development and critical discourse.
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