Vygotsky and moral education: A response to and expansion of Tappan

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 a...

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Published in:Educational philosophy and theory 2019-01, Vol.51 (1), p.41-50
Main Author: Lewis, Colin J.
Format: Article
Language:English
Subjects:
Constructivism (Philosophy)
Criticism
Educational Philosophy
Ethical Instruction
Learning Theories
Moral Development
Moral education
moral psychology
Moral Values
Philosophy
Psychology
social constructivism
Socialization
Sociocultural factors
Sociocultural Patterns
sociocultural tools
Teaching Methods
Vygotsky
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description 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.
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source International Bibliography of the Social Sciences (IBSS); ERIC; Taylor and Francis Social Sciences and Humanities Collection
subjects Constructivism (Philosophy)
Criticism
Educational Philosophy
Ethical Instruction
Learning Theories
Moral Development
Moral education
moral psychology
Moral Values
Philosophy
Psychology
social constructivism
Socialization
Sociocultural factors
Sociocultural Patterns
sociocultural tools
Teaching Methods
Vygotsky
title Vygotsky and moral education: A response to and expansion of Tappan
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