Vygotsky and moral education
A response to and expansion of Tappan
Bibliographic Data
| ID | 11526708 |
|---|---|
| Authors | Colin J Lewis (0000-0002-6754-0066, University of Colorado System, corresponding author) |
| Year | 2018 |
| Volume | 51 |
| Issue | 1 |
| Pages | 41-50 |
| Publication date | 2018-01-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2018.1427576 |
| OpenAlex | W2789648786 |
| Language | EN |
| References cited | 24 |
Despite increasing studies and applications of Vygotsky’s theory of learning and development, little has been written connecting Vygotsky specifically to moral education. The most comprehensive attempt at formulating such an account is given by Mark Tappan. I critically evaluate Tappan’s account before raising several problems for his approach. I then offer suggestions for resolving these issues by turning to research in socialization theory and recommending additional sociocultural artifacts that can supplement moral education
Education theory · Epistemology · Higher education · Moral development · Moral education · Pedagogy · Political science · Raising (metalworking · Socialization · Sociocultural evolution · Sociology · Early Childhood Education and Development · Innovative Education and Learning Practices · Law · Parental Involvement in Education · Philosophy · Psychology · Social Psychology
On the Very Idea of a Conceptual Scheme
The Evolved Apprentice
Language, Culture, and Moral Development
Getting Vygotskian about theory of mind
Perspectives on children's development from cultural psychology
Truth and meaning
Cross-cultural differences in children's choices, categorizations, and evaluations of truths and lies
The socialization of affect in Japanese mother-child conversation
Cultural Influences on Categorization Processes
| Highly cited | No |
|---|