Among the latest trends in moral educational theory, several authors have suggested that a sociocultural approach to moral education is an improvement over the dominant cognitive-developmental and character educational paradigms. This approach draws its inspiration from the work of the Russian psychologist Lev Vygotsky. In the 1920s, Vygotsky attempted to reconstruct psychology to overcome the false dichotomy psychologists had posited between the individual and the environment. This genre of sociocultural theory has come to be known as activity theory. Despite its (...) aims, however, activity theory never overcame the dualism of individual and environment. My contention is that Dewey's moral psychology is more adequate to that task, and thus is a more appropriate foundation for developing moral educational policy and practice. (shrink)

ABSTRACT In this article we argue for the need to take the moral voices of children and youth seriously particularly in times of the Anthropocene. Drawing on theories in ethics by John Wall, moral development according to Mark B. Tappan, and education in line with the works by Vygotsky, we construct a conceptual framework where the notions ‘narrative,’ ‘moral authorship’ and ‘free will’ can open new creative understandings of human ethical competence; a competence based in a relational, contextual and societal-cultural (...) understanding of human existence. The use of our framework is illustrated in interpretations of empirical research with children demonstrating concerns of theirs in relation to climate change. The article concludes with reflections on the kind of education that can be inspired by this framework and the taking of children’s voices seriously, as well as pointing to challenges also to the grown-up world. (shrink)

High-quality education has been considered important for social justice, although what good education means is contested. A project aimed at identifying varieties of conceptions of ethical competence was presented as well as another that focused on a fiction-based approach to ethics education. A multidimensional ethical competence mediated through a multitude of narratives was shown as a strong contribution to EE. The aim was to discuss as to what extent such a multidimensional ethical competence mediated through a multitude of narratives could (...) be understood as powerful knowledge. Sweden, where national tests lately have been understood as a tool to increase achievements, but where an unclear understanding of desired knowledge in EE exists, was the setting. Methodologically, the article drew on Michael Young’s definition of powerful knowledge, a hermeneutic meta-study on the findings of EthiCo concerning conceptions of ethical competence, as well as Mark Tappan’s sociocultural perspective on moral development. These perspectives were brought together to discuss powerful knowledge in EE as a contribution to education for social justice. Whether a multidimensional ethical competence mediated through a multitude of narratives could be understood as powerful knowledge was shown to be dependent on the definition. Whilst Young’s powerful knowledge is restricted to an academic language, Tappan stresses vernacular language as characteristic for a functional moral discourse. One conclusion was the centrality of fiction in EE for the development of moral discourses that transcend reality and shape ‘knowledge of possibilities’ – powerful in the shaping of societal justice. (shrink)

Studies have shown ethics education has not systematically improved the moral reasoning of business students and professionals and, therefore, its effectiveness should be seen as deeply questionable. Business ethics education has limited effect, in part, because it rests on rationalistic traditions within normative ethics, business theory, and cognitive psychology. Emphasis is usually placed on student’s rationally thinking about issues as a way of improving their critical analysis and reasoning skills. Yet by focusing primarily on its cognitive dimension, ethics education has (...) tended to underdetermine the importance of social interaction in moral development. As an alternative to traditional business ethics education, using the work of the Russian psychologist Lev Vygotsky, I argue, that peer influence through a dialogical process is a better way to enhance and improve the moral reasoning and judgement of individuals. More specifically, small-group dialogue with peers encourages deep reflection about business dilemmas and has a direct influence on how one thinks about ethics. (shrink)

The history of ethics often presupposes rationalist thinking on moral issues. An alternative to rationalism has been proposed by the social intuitionist model. This model suggests the bulk of our moral decisions are ‘gut reactions’ or intuitions. Unlike the rationalists, which support reasons and deliberation to draw moral conclusions, intuitionists argue such reasoning is used to support preconceived ethical decisions. This paper provides the first investigation to determine if intuitionism has any validity within business ethics. Using data from the Defining (...) Issues Test and individual journal entries, results indicate discussion-based pedagogy improved the moral reasoning of participants but had very little influence over their beliefs. In short, the social intuitionist model is supported by this study. Most importantly, ethics education that focuses on peer-to-peer discussion can change how students’ reason about moral problems and should be heavily incorporated into classrooms. (shrink)

Despite increasing studies and applications of Vygotsky’s theory of learning and development, little has been written connecting Vygotsky specifically to moral education. The most comprehensive attempt at formulating such an account is given by Mark Tappan. I critically evaluate Tappan’s account before raising several problems for his approach. I then offer suggestions for resolving these issues by turning to research in socialization theory and recommending additional sociocultural artifacts that can supplement moral education.