¶ … moral development," by Larry Nucci (February 1987) describes research on teaching morality in classroom settings. Research findings discussed include the conclusions that moral education should center on matters of "justice, fairness and human welfare." At the outset, Nucci makes a distinction between the teaching of morality (based on internalized intrinsic values) and the teaching of conventions (based on external expectations): "... conventions are arbitrary... moral considerations stem from... intrinsic... actions: consequences such as harm to others, violations of rights, effects on general welfare." Research also indicates morality is best taught as an integral part of the curriculum rather than on its own. Studies by Piaget (1932); Kohlberg (1984); (Nucci (1982); Turiel (1983) and Turiel et al. (in press) indicate that students consider moral transgressions (e.g., hurting someone's feelings; not sharing) wrong in any setting, though transgressions of social convention are considered wrong only if they violate an existing rule (e.g., in a classroom setting, children will consider wrong to talk if told not to, but fine to talk if not told this). Moral development does not occur overnight, (Berkowitz and Nucci, 1986; Damon 1977, 1980; Turiel 1983). Turiel (1883) in fact suggests seven distinct levels of childhood moral development, requiring personal reflection and increased maturity and understanding. Kohlberg (1985) and others find that morality is best discussed in an interactive or "transative" setting, where students are free to interact as peers and to disagree among themselves about the best moral solution to a problem or dilemma. Studies conducted across cultures and religious communities find no clear relationship of religion to morality. Research also finds that "Firm, fair, and flexible" classroom atmospheres contribute most to students' moral growth. Appropriate responses by teachers to both moral and conventional transgressions (responses to each type of transgression are, characteristically, different) also support students' moral growth.

Blatt and Kohlberg (1975) also suggest that while teachers are effective facilitators of discussions about morality, students actually learn more about morality from discussions and interactions with their peers. Conflict, stage disparity, and transitive discussion are good markers of the effectiveness of a classroom discussion on morality. Cooperative educational interactions within a democratic classroom environment have also been found to aid classroom discussion of moral issues.

Reference

Nucci, Larry. (February 1987. Synthesis of research on moral development. Educational leadership. 86-92

Summary of the article "Synthesis of research on moral development" by Larry Nucci

Course title, course section number

Summary of "Synthesis of Research on Moral Development"