Seminar in Development and Socialization:
Moral Development
EDPSY 582, Spring, 1999
Wed. 9:30-12:20, Miller 302A
Instructor: Dr. Theresa Thorkildsen
Office: Miller 322N, Hours: After class and by appointment
Phone: 206.221.3036, E-mail: thork@u.washington.edu
Web: http://www.uic.edu/~thork/fair
Purpose: This course will survey some of the major controversies in the areas of Moral Development and Character Education. By exploring the work of leading researchers in the field we will explore research debates on:
You will be asked to design your own evaluation plan for the semester. At the very minimum, everyone will be required to participate in designing a group project and assist in the writing of a report about our findings. As part of that process, you will be required to find at least 4 articles on moral development from different journals and to present a critique of those articles in class.
If you wish to work towards an ‘A’ or ‘high pass’ in the course, you should also integrate the concepts from this course into your overall program of study and show me how you managed to do so. (There will be no exams.) Your areas of interest should be clear to all the members of our scholarly community. In the past, students have communicated these interests in several ways. For example, we will establish an e-mail network to which you will be encouraged to participate. Class contributions allow us to discern your interests. And, other less public forms of communication have been used successfully. When everyone participates, we can all learn, have fun, and avoid unnecessary resentments. People who do not join in are typically ignored rather than punished.
Readings: The course will be divided into three major sections and readings have been selected to provide an overview of each. Some weeks, everyone will be asked to read the same material. Other weeks, each person will read different material on a related topic.
There is one textbook that will be used to start our conversations on moral development.
| DATE | TOPIC | READINGS |
| Week 1: March 31 | Distinguishing Moral Development and Character Education | Kurtines & Gewirtz Chapter 1 and all section headings Higgins |
| Week 2: April 7 | Differentiating Issues in Social and Personality Psychology | Gibbs Burton & Kunce Hogan & Emler |
| Week 3: April 14 | Differentiating Issues in Social and Personality
Psychology
(alternate class meeting) |
Blasi Brown & Tappan Eisenberg Staub Snarey Walker Waterman |
| Week 4: April 21 | AERA conference (no class) | Position Paper Due |
| Week 5: April 28 | Cultural Psychology | Something from the bibliography |
| Week 6: May 5 | Mechanisms of Development | Something from the bibliography |
| Week 7: May 12 | Outcomes of Development | Something from the bibliography |
| Week 8: May 19 | Moral Reasoning and Action | Something from the bibliography |
| Week 9: May 26 | Moral Affect | Something from the bibliography |
| Week 10: June 2 | Moral Motivation | Something from the bibliography |
| Week 11: June 9 | FINAL PAPERS DUE |
Suggested Readings on Moral Development
Character Development
Bandura, A., & McDonald, F. J. (1994). Influence of social reinforcement
and the behavior models in shaping children’s moral judgments. In B.
Puka (Ed.), Defining perspecitves in moral development. Moral Development:
A compendium, Vol. 1. New York: Garland Publishing.
Battistich, V., Watson, M., Solomon, D., Schaps, E., & Solomon, J.
(1991). The child development project: A comprehensive program for the
development of prosocial character. In W. M. Kurtines & J. L. Gewirtz
(Eds.), Handbook of moral behavior and development, Vol. 3: Application.
Hillsdale, NJ: Lawrence Erlbaum.
Bear, G. G., & Rys, G. S. (1994). Moral reasoning, classroom behavior,
and sociometric status among elementary school children. Developmental
Psychology, 30, 633-638.
Damon, W. (1995). Greater expectations: Overcoming the culture of indulgence
in our homes and schools. New York: The Free Press.
DeVries, R., Reese-Learned, H., & Morgan, P. (1991). Sociomoral development
in direct instruction, eclectic, and constructivist kindergartens: A study
of children’s enacted interpersonal understanding. Early Childhood Research
Quarterly, 6, 473-517.
Hartshorne, H., May, M. A., & Shuttleworth, F. K. (1930). Studies
in the nature of character. Vol. 3: Studies in the organization of character.
New York: Macmillan.
Lollis, S., Ross, H., & Leroux, L. (1996). An observational study of
parents’ socialization of moral orientation during sibling conflicts. Merrill-Palmer
Quarterly, 42, 475-494.
Siegal, M., & Cowen, J. (1984). Appraisals of intervention: The mother’s
versus the culprit’s behavior as determinants of children’s evaluations
of discipline techniques. Child Development, 55, 1760-1766.
Stipek, D. (1995). The development of pride and shame in toddlers. In J.
P. Tangney & K. W. Fischer (Eds.), Self-conscious emotions: The
psychology of shame, guilt, embarrassment, and pride. New York: Guilford
Press.
Gender Differences
Baumrind, D. (1986). Sex differences in moral reasoning: Response to Walker's
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Block, J. (1973). Conceptions of sex roles. American Psychologist, 28,
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Turiel, E. (1976). A comparative analysis of moral knowledge and moral
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Measurement
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Holstein, C. B. (1976). Irreversible, stepwise sequence in the development
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Kohlberg, L., Levine, C., & Hewer, A. (1983). Moral stages: A current
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