Dana M. Kohlman (author)
Paul Madak (Thesis advisor)
Colin Chasteauneuf (Thesis advisor)
University of Northern British Columbia (Degree granting institution)

2004

Master of Education (MEd)

Education-Curriculum and Instruction

Number of pages in document: 59

How can moral development be fostered in the classroom? To answer this question, this project examines education literature, the author's own experiences, current brain research relating to self regulation, an overview of moral development theories, moral development research, and the instructional implications of this research. There is evidence that certain conditions foster moral development and that these conditions can be promoted in the classroom. Moral development depends on social experiences that teach developmental building blocks such as emotional knowledge, self-regulation and pro-social behavior. Without these building blocks, moral development is unlikely to occur. Linking the fostering of moral development to content embedded in Manitoba's Social Studies curriculum will be made through the example unit plans included.

Moral education.
Moral development.
Education -- Curricula -- Manitoba.

https://doi.org/10.24124/2004/bpgub1270

research (documents)