Preface / 3

Part 1: History of Moral Development Theory and Moral Education 11

Chapter 1: Human Development Theory and Moral Psychology 13
1.
Three Paradigms of Human Development 14
2.
Human Development Research Methods 19
3.
Moral Psychology and the Meaning of Morality 22

Chapter 2: Cognitive Development Theory and Moral Development: Piaget and Kohlberg 25
1.
26 Key Assumptions of Cognitive Development Theory
2.
Piaget's Theory 28
3.
Kohlberg's Theory 37
4.
Conclusion 62

Chapter 3: Moral Psychology After Kohlberg: Rest and Turiel 65
1.
A Neo-Kohlbergian Perspective: Rest 66
2.
Social Domain Theory: Turiel 77

Chapter 4: Social Learning Theory and Moral Development 91
1.
Social Learning Theory as Reciprocal Determinism 92
2.
Learning to Resist Temptation 93
3.
Moral Disengagement in the Practice of Moral Action 98
4.
Contributions and Criticisms of Social Learning Theory 108

Chapter 5: Psychoanalytic Theory and Moral Development 111
1.
The Three Components of Character 113
2.
Psychoanalytic Explanations of Moral Development 115
3.
Critique of Psychoanalytic Theory 117
4.
Moral Education Implications 119

Chapter 6: Moral Psychology: A Foundational Study for Setting Goals in Morality and Education 123
1.
Overview of Moral Development Research 125
2.
Analysis of domestic and international research on moral development 127
3.
Setting Goals for Morality and Education Based on Research Results in the Field of Moral Psychology 136
4.
Conclusion and Recommendations 139

Part 2: Recent Trends in Moral Psychology Research and Moral Education 143

Chapter 7: Narváez's Moral Psychology Theory and the Integrative Ethics Education Model 145
1.
Building a Theoretical Foundation for Ethical Technology through the Concept of Moral Schema 147
2.
Establishing a Theoretical Framework for Ethical Technology and Professionalism 152
3.
Step 159 of Applying the Integrated Ethics Education Model
4.
Directions for Improving Moral Education Using an Integrated Ethics Education Model 166
5.
Conclusion 170

Chapter 8: Understanding Haidt's Moral Psychology Theory in Moral Education 173
1.
Characteristics of Haidt's Moral Psychology Theory: Focusing on the Three Principles of Moral Psychology 175
2.
A Critical Review of the Three Principles of Moral Psychology 188
3.
The Contributions and Limitations of Haidt's Moral Psychology Theory to Moral Education 193
4.
Conclusion: Beyond the Limitations of Haidt's Moral Psychology Theory 199

Part 3: Theory and Methodology of Modern Moral Education 203

Chapter 9: Character Education 205
1.
A History of Character Education in the United States 206
2.
The Concept and Characteristics of Character Education 209
3.
Three Types of Character Education Theory 214
4.
Conclusion 239

Chapter 10: Constructivist Moral Education 245
1.
Theoretical Background of Constructivist Moral Education 247
2.
Epistemological Conditions for Constructivist Moral Education 261
3.
Developmental Conditions for Constructivist Moral Education 263
4.
Teaching and Learning Environment Conditions for Constructivist Moral Education 265
5.
School Environmental Conditions for Constructivist Moral Education 272
6.
Teacher Educational Conditions for Constructivist Moral Education 273
7.
Conclusion: Implications and Limitations of a Constructivist Approach to Primary and Secondary Moral Education 275

Chapter 11: Virtue Education 281
1.
The Meaning of Virtue Education 283
2.
Discussion on the Possibility of Virtue Education 284
3.
The Ideological Background of Virtue Education: Theory of Virtue in Aristotle's Ethics 287
4.
Theoretical Issues in Contemporary Virtue Ethics: The Concept and Scope of Virtue Ethics 304
5.
Moral Educational Implications of the Virtue Education Approach 309

Chapter 12: Communitarian Moral Education 313
1.
Perspectives on the Nature and Formation of the Self 314
2.
Ethical Perspectives 320
3.
Perspectives on Moral Education 327
4.
Conclusion: Moral Educational Implications of Communitarianism and Its Reconciliation with Liberalism 331

Part 4: An Integrated Approach to Moral Education 339

Chapter 13: An Overview of an Integrative Approach to Modern Moral Education 341
1.
Licona and Rusnack's Integrated Personality Education Theory 342
2.
Rest's Integrated Moral Education Theory 345
3.
Damon's Theory of Moral Development and Integration 351
4.
Blazy's Integrative Perspective 354
5.
An Integrative Approach to Justice and Empathy 356
6.
An Integrated Approach to Justice and Care 363
7.
Implications and Limitations of Integrated Moral Education Theory 366

Chapter 14: Constructivist Personality Education 369
1.
The Debate Between Character Education and Constructivist Moral Education 370
2.
The Necessity and Significance of Constructivist Personality Education 376
3.
The Scope and Systematics of Constructivist Personality Education 381
4.
The Challenges of Constructivist Personality Education 385
5.
Conclusion and Recommendations 390

Chapter 15: Forming the Moral Self: Integrating Morality and the Self 393
1.
The Concept and Development of the Moral Self 396
2.
The Relationship Between Moral Self and Moral Behavior 408
3.
Moral Education Methods for Moral Self-Development 411
4.
Future Research Challenges on Moral Self-Formation 421
5.
Conclusion 424

Chapter 16: Integrating Justice and Care Ethics in Moral Education in the Global Era 427
1.
Integrating Approaches to Justice and Care in Moral Education 429
2.
The Importance and Basic Direction of Integrating Justice and Care Ethics in Moral Education in the Global Era 436
3.
A Global Era Moral Education Method Based on an Integrated Perspective of Justice and Care Ethics 445
4.
Conclusion and Recommendations 450

Part 5: The Direction and Tasks of Morality and Education 453

Chapter 17: Designing and Implementing Future-Oriented Morality and Education 455
1.
Establishing a "21st-Century Educational Human Image" Reflecting the Needs of the Times 455
2.
Establishing 21st-Century Morality and Core Educational Areas: Character Education and Ethical Citizenship Education 457
3.
Resetting Moral Education Curriculum Competency and Function 468
4.
Directions for Improving Morality, Teaching, Learning, and Evaluation Methods 472

Chapter 18: Understanding and Practicing Evidence-Based Moral Education 483
1.
Understanding Evidence-Based Educational Practices 485
2.
The Current State and Direction of Evidence-Based Moral Education 492
3.
Conclusion 502

Reference 504
Search 536