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Education and the Moral Domain brings together the results of 25 years of research by the author and others on what has been termed the domain theory of social cognitive development.   On the basis of that research, teachers are presented with concrete suggestions for creating a moral classroom climate, dealing with student discipline, integrating moral and social values within the curriculum, and how best to foster the development of the moral self.  Among the questions addressed are the following.  Is morality a set of rules we acquire like any other?  Does morality involve or even rely on cognition, or is it emotions like empathy or guilt that guide our conduct?  Are there universal aspects to morality, or is morality culture specific?  If there are universals in morality, how do we account for, understand and appreciate cultural variations in values?  Does morality rest on religious norms, or are moral and religious concepts independent?  Is there such a thing as moral character?  If not, how do we account for and foster the development of people who act in accordance with a set of moral principles?  Finally, how best can teachers make use of our knowledge about children's moral and social growth in their everyday classroom practices?  Integrated answers to these questions result in a comprehensive approach that does not reduce moral education to a process of induction or inculcation, but rather harnesses children's intrinsic motivation to comprehend and master their social worlds.

                              Moral Education: Lessons for Teachers and Parents, June 5, 2001
     Nucci's book on education in the moral domain presents a fresh perspective on this topic which is of special interest to teachers and parents. This book helps you understand how morality gets interwoven with other social values. It makes it clear that you just can't create good children through simplistic approaches to character education. The author's discussions are based on a vast amount of research on this topic. Each chapter is more compelling than the next. The one on morality and religious values presents differences between these two concepts, and discusses ways to conduct moral education without undermining religious faith or promoting a particular set of beliefs. The chapter on morality and culture explains how morality is universal despite vast cultural differences. I especially liked the chapter on privacy and personal choice, which clarifies the relationship between morality and the development of a healthy self-esteem. Throughout this book, applications for teachers and parents are clear, and there are enough examples to give teachers a real sense of what to do in their classrooms.  This book is a must read for anyone who cares about children's moral development!
 
 
 
 
 

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