Teaching Social Rules
The Perspective of the York Project
Bibliographic Data
| ID | 3103290 |
|---|---|
| Authors | Stanley Raffel (University of Edinburgh, corresponding author) |
| Year | 2004 |
| Volume | 11 |
| Issue | 1 |
| Pages | 117-128 |
| Publication date | 2004-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Childhood (JOURNAL) |
| Journal identifiers | ISSN: 0907-5682 • E-ISSN: 1461-7013 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0907568204040187 |
| OpenAlex | W2027865337 |
| Language | EN |
| Citations received | 3 |
| References cited | 2 |
The article presents one perspective on how children can be encouraged to develop moral judgement. The recalcitrance that Piaget encounters in his attempts to teach his own daughter a specific mundane rule provide a focus for much of the discussion. The differing impact of two separate strategies for conveying the point of rules, both on immediate behaviour and on long-term judgement, is assessed. A major conclusion concerns the need to modify discourse in order to teach the young, and the article concludes by discussing an additional example of this, telling children stories
Epistemology · Judgement · Pedagogy · Sociology · Computer Science · Education and Critical Thinking Development · Educational and Psychological Assessments · Psychology · Social Psychology
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,16 |
| Citation span | 2007 - 2011 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |