Education in the Moral Domain: References
By L. Nucci. 2001
634 citations recorded by the source corpus.
Subfields: Demography, Genetics, Political Science and International Relations
View Paper: https://www.semanticscholar.org/paper/2fdf77910a3ffde35ee67aeca6c3ce8022795fbd
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Citations in the corpus
- Advancing reflective judgment through Socioscientific Issues (2009, background): “The advancement of concepts like social justice and nurturing scientific habits of mind have compelled researchers to consider the role of affect and emotion during discourse with respect to the role each plays in moral decision-making and character formation (Berkowitz, 1997, 1998; Nucci, 2001; Sad”
- The Study of Character Development: Towards Tests of a Relational Developmental Systems Model (2015, background): “…of character [e.g., Damon, 2008; McGrath, 2012; Peterson & Seligman, 2004] and of educational models designed to promote character among children and youth [e.g., Berkowitz, 2012; Lapsley & Narvaez, 2006; Narvaez, 2006, 2008; Nucci, 1989, 2001, 2008a, b; Nucci & Narvaez, 2008a; Sokol et al., 2010].”
- Taking and Coordinating Perspectives: From Prereflective Interactivity, through Reflective Intersubjectivity, to Metareflective Sociality (2008, methodology): “This follows, at least in part, from research suggesting that young children have an earlier awareness of social conventions than Selman’s original work acknowledged [Nucci, 2001; Smetana, 2006; Turiel, 1998].”
- Moral Spillovers: The Effect of Moral Violations on Deviant Behavior (2008, background): “That is, moral convictions sometimes come more from within than from outside that abortion is wrong, one should still believe that abortion is wrong even if an authority figure states it is permissible (Nucci, 2001; Nucci & Turiel, 1978; Turiel, 1983).”
- Social cognition and moral cognition in bullying: What's wrong? (2006, background): “Other authors suggested that moral development plays a major role in behavioral regulation (Arsenio, 1988; Nucci, 2001; Smetana, 1995; Turiel, 1998) and that guilt is an interpersonal phenomenon aimed at avoiding the disruption of relationships and bonds (Baumeister, Stillwell, & Heatherton, 1994; T”
- Identity as a Source of Moral Motivation (2005, background): “To help us more fully understand moral functioning, and moral motivation more specifically, Blasi [1983, 1984, 1993, 1995, 2001, 2004b, in press] and others [Arnold, 1993; Aquino & Reed, 2002; Bergman, 2002; Carlo, in press; Colby & Damon, 1992; Eisenberg, 1986; Gibbs, 2003; Hart, in press; Hoffman,”
- A Framework for the Psychology of Norms (2006, background): “All normal children appear to have knowledge of rules of a distinctly normative type between 3 and 5 years of age, and can distinguish these normative rules from other social rules (Turiel, 1983; Nucci, 2001).”
- Capturing the Complexity of Moral Development and Education (2009, background): “…from which to analyze the discourse patterns associated with social and moral transgressions in school settings (Killen, Breton, Ferguson, & Handler, 1994) that have in turn provided guidance for approaches to classroom management that would foster social and moral development (Nucci, 2008).”
- Harm, Affect, and the Moral/Conventional Distinction. (2007, background): “…the lead of Elliott Turiel, have offered characterizations of the distinction between moral and conventional rules, and have gone on to argue that the distinction is both psychologically real and psychologically important ( Turiel 1979; Turiel 1983; Turiel et al. , 1987; Smetana 1993; Nucci 2001 ).”