Moral Development, by Larry Nucci

¶ … 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.