Moral Development, by Larry Nucci Term Paper

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Kohlberg (1985) and others find that morality is best discussed in an interactive or "transative" setting, where students are free to interact as peers and to disagree among themselves about the best moral solution to a problem or dilemma. Studies conducted across cultures and religious communities find no clear relationship of religion to morality. Research also finds that "Firm, fair, and flexible" classroom atmospheres contribute most to students' moral growth. Appropriate responses by teachers to both moral and conventional transgressions (responses to each type of transgression are, characteristically, different) also support students' moral growth.

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Blatt and Kohlberg (1975) also suggest that while teachers are effective facilitators of discussions about morality, students actually learn more about morality from discussions and interactions with their peers. Conflict, stage disparity, and transitive discussion are good markers of the effectiveness of a classroom discussion on morality. Cooperative educational interactions within a democratic classroom environment have also been found to aid classroom discussion of moral issues.

Reference

Nucci, Larry. (February 1987. Synthesis of research on moral development. Educational leadership. 86-92

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