Moral and Character Development EdPsyc Interactive品德发展edpsyc互动.pptVIP

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Moral and Character Development EdPsyc Interactive品德发展edpsyc互动.ppt

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Moral and Character Development EdPsyc Interactive品德发展edpsyc互动

Moral and Character Development Gordon Vessels and William Huitt Interest in Moral Character 1600s to 1935—seen as central issues by parents, school, community 1935 to 1970—decline for a variety of complex reasons 1980s to present—renewed interest, often ranking ahead of academics Moral Character Defined Evaluative orientation that distinguishes good and bad and prescribes good Sense of obligation toward standards of a social collective Sense of responsibility for acting out of concern for others Concern for the rights of others Commitment to honesty in interpersonal relationships State of mind that causes negative emotional reactions to immoral acts. Components of Moral Character Moral behavior (prosocial, sharing, donating to charity, telling the truth) Moral values (believe in moral goods) Moral emotion (guilt, empathy, compassion) Moral reasoning (about right and wrong) Moral identity (morality as an aspect self-image) Moral personality (enduring tendency to act with honesty, altruism, responsibility “Metamoral” characteristics meaning they make morality possible even though they are not inherently moral Model of Moral Character Theories of Moral Character Development Selecting Values, Virtues Attributes Have parents and teachers (and possibly students) complete survey /whuitt/brilstar/ valuessurvey2.doc Select 3 to 5 on which to focus * Last revised: March 2005 * Damon, W. (1988). Moral child: Nurturing children’s natural moral growth. New York: Free Press. Berkowitz, M. (2002). The science of character education. In W. Damon (Ed.), Bringing in a new era in character education (43-63). Stanford, CA: Hoover Institute Press. External/Social (behaviorists and sociologists): view morality as a product of external imposition in the form of consequences and/or the intentional transmission of social rules and norms; Internal (nativists and sociobiologists): focus on genetic and maturational influences; Interactional Instinctual--psychoanalytic, psychosocial,