ERIC Number: ED497157
Record Type: Non-Journal
Publication Date: 2003-Jul
The LSS Review. Volume 2, Number 3
Shaw, Danielle, Ed.
Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory
Nurturing morality in education is difficult. Educators, parents, and policymakers require a rich understanding of what morality is and how to nurture it. Program advocates are obligated to show that morality is appropriate in school and distinguish curricular goals from aspects of moral education that are best left to families, churches and other social institutions. To develop practical advice for educators and others dealing with moral development in young people and to construct policies for nurturing moral functioning, an invitation conference, "Nurturing Morality," was convened with nationally prominent researchers and practitioners in Racine, Wisconsin, September 4-6, 2002. The conference was cosponsored by the Johnson Foundation and the Laboratory for Student Success (LSS). Using papers commissioned expressly for the conference address the implications of long-debated definitions of morality, different facets of moral functioning, impediments to moral functioning, and the means by which institution can nurture young people's growth. This issue of "The LSS Review" contains the following papers: (1) Nurturing Morality (Theresa A. Thorkildsen, JoAnn Manning, and Herbert J. Walberg); (2) What Does Moral Functioning Entail?"(Lawrence J. Walker); (3) The Role of Perceived Responsibility in Nurturing Morality (Sandra Graham); (4) Selective Exercise of Moral Agency (Albert Bandura); (5) Care Gone Awry: The Role of Attachment and Reflective Functioning (Karl H. Hennig); (6) Stereotyping, Prejudice, and Discrimination: The Effect of Group-based Expectations on Moral Functioning (Jennifer Steele, Y. Susan Choi, and Nalini Ambady); (7) Conflict and Morals (Susan Opotow); (8) Prosocial and Moral Development in the Family (Nancy Eisenberg); (9) Moral Functioning in School (Theresa A. Thorkildsen); (10) Religious Participation and the Development of Moral Identity in Adolescence (Daniel Hart, Robert Atkins, Harrod Suarez, and Kelly Beckwith); (11) Institutional Support for Morality: Community-Based and Neighborhood Organizations (Constance Flanagan); and (12) Wisdom as a Moral Virtue (Robert J. Sternberg and Steven E. Stemler). ["The LSS Review" is a product of the Mid-Atlantic Regional Educational Laboratory, the Laboratory for Student Success (LSS), one of ten regional educational laboratories funded by the Institute of Education Sciences (IES) of the U.S. Department of Education.]
Descriptors: Ethical Instruction, Politics of Education, Laboratories, Young Adults, Moral Development, Values Education, Moral Values, Educational Philosophy, Role of Education, Conferences, Stereotypes, Bias, Conflict, Family Environment, Religion, Adolescents, Educational Environment, Community Support, Cognitive Development, Elementary Secondary Education, Curriculum Development, Program Development, Student Behavior, Minority Groups, Program Descriptions, Interpersonal Relationship, Behavior Theories, Behavioral Science Research
Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory. Temple University, 1301 Cecil B. Moore Avenue, Philadelphia, PA 19122-6091. Tel: 800-892-5550; Fax: 215-204-5130; Web site: http://www.temple.edu/lss
Publication Type: Collected Works - Serial
Education Level: Elementary Secondary Education
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.
Grant or Contract Numbers: N/A