This book is for anyone interested in these topics, whether they are veterans or relative newcomers to the field because the editors have assembled a stellar group of seventeen international contributors. There are four sections devoted, respectively, to philosophical perspectives, developmental psychology, educational practices, and assessment. Each section consists of three initial chapters followed by a commentary that highlights notable themes and gives guidance for further inquiry.
Along with the Introduction and Epilogue contributed by the editors, Daniel Fasko and Frank Fair, the chapters develop themes such as the role of the ideas of Aristotle and Kant in shaping our moral development and educational practices. Here readers will encounter informative discussions of, among other things, "The 4Es of Virtuous Purpose," "The Rational Construction of Morality," and "Philosophy Goes to High School." Readers are also led to consider "Measures of Moral Identity," "The EQUIP Program," and "Assessing Value Clarity and Moral Blueprints."
The diversity of expertise and the international vantage points of the contributors make this book an informative overview for the expert and a useful introduction for the beginning student concerning the issues involved.
Contributors are: Jennifer Baker, Marvin W Berkowitz, M. Neil Browne, Michael W. Creane, Juan P. Dabdoub, Frank Fair, Daniel Fasko, Jr., John C. Gibbs, David Kaspar, Jan Knapik, Martina Kosturkova, Shane McLoughlin, Chad Miller, Benjamin Mitchell-Yellin, David Moshman, G. Felicitas Munzel, Renee B. Patrick, Timothy S. Reilly and Di You.
Reihe
Sprache
Verlagsort
Zielgruppe
Produkt-Hinweis
Fadenheftung
Gewebe-Einband
Maße
Höhe: 240 mm
Breite: 162 mm
Dicke: 24 mm
Gewicht
ISBN-13
978-90-04-71404-5 (9789004714045)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Daniel Fasko, Jr., Ph.D. (1983), is Professor Emeritus of Educational Foundations, Leadership, and Policy at Bowling Green State University. He taught courses in Educational Psychology and Life-Span Development, and has published articles, chapters, and books in critical thinking and creativity.
Frank Fair, Ph.D. (1971), Distinguished Emeritus Professor, Psychology and Philosophy, Sam Houston State University. He has published in the areas of philosophy of science, ethical theory, contemporary moral issues, critical thinking, the philosophy of religion, and business. His most recent book, The Personality of Math (Rowman and Littlefield, 2022), was co-authored with Paul Wagner.
Preface
Acknowledgements
List of Illustrations
Notes on Contributors
Introduction
?Daniel Fasko, Jr. and Frank Fair
PART 1: Philosophical Perspectives
1 The Role of Critical Thinking in the Development of Virtue
?Jennifer Baker
2 How Children Learn A Priori Moral Truths
?David Kaspar
3 Kant and Cicero on Reason as the Teacher of What Is to Be Done and Left Undone
?G. Felicitas Munzel
4 Commentary: Three Views on Morality, Critical Thinking, and Education
?Benjamin Mitchell-Yellin
PART 2: Psychological Perspectives
5 Moral Development as Growth beyond the Superficial
?John C. Gibbs
6 Integrating Moral and Intellectual Virtue in Developing Mature Purpose: The 4 Es and Virtuous Purpose
?Timothy S. Reilly
7 Reason and Disposition at the Core of Moral Development: Where Kohlberg and Aristotle Meet
?Juan P. Dabdoub and Marvin W Berkowitz
8 Commentary: The Rational Construction of Morality
?David Moshman
PART 3: Perspectives on Education and Moral Development
9 Deceptively Fair: How Critical Thought, Teacher Engagement, and Classroom Choices Impact Moral Reasoning among Elementary Students
?Michael W. Creane
10 Philosophy Goes to High School: The Philosopher's Pedagogy in Practice
?Chad Miller
11 The Integration of Critical Thinking and Moral Reasoning in Theory and Research
?Martina Kosturkova and Jan Knapik
12 Commentary: Education and Moral Development
?M. Neil Browne
PART 4: Views of Assessment
13 Moral Identity: Origin, Construction, and Applications of the Moral Self-Relevance Measure
?Renee B. Patrick and John C. Gibbs
14 Do We Value What We Think We Value? Assessing Value Clarity and Moral Blueprints
?Shane McLoughlin
15 Remedying Moral Developmental Delay and Other "Ds": Origin and Adaptations of the EQUIP Program for High-Risk Adolescents
?John C. Gibbs
16 Commentary: Three Views of Assessment and Suggestions for Future Research
?Di You
Epilogue: Future Directions
?Frank Fair and Daniel Fasko, Jr.
Index
