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The Moral Stake in Education: Contested Premises and Practices


reviewed by Theo Dawson — 2002

coverTitle: The Moral Stake in Education: Contested Premises and Practices
Author(s): Joan F. Goodman & Howard Lesnick
Publisher: Longman Publishing Group, New York
ISBN: 0321023404 , Pages: 304, Year: 2001
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This book is an ambitious and successful attempt to help teachers, ethics students, teacher educators, and other concerned parties grapple with the major issues in moral education. The authors aim to "recognize, to understand sympathetically, and (to the extent possible) to transcend the battle lines" drawn between two moral education "camps"—one of which emphasizes values, habits, and character, the other of which emphasizes reflection and discourse within the context of social experience. Moreover, they aim to accomplish this goal without compromising the complexity of the moral and pedagogical issues raised by voices from these camps, while simultaneously grounding these issues in real-world contexts. To accomplish these goals, the authors divide each chapter into three sections. The first section portrays scenes of teachers, parents, administrators, and students dealing with the kinds of moral issues that commonly arise in school contexts. The second section of each chapter provides an analytical perspective on the moral issues raised in the first section. Finally, the third section offers selected relevant readings from philosophers, educators,... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 104 Number 5, 2002, p. 927-930
http://www.tcrecord.org ID Number: 10791, Date Accessed: 10/21/2017 6:36:49 AM

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About the Author
  • Theo Dawson
    University of California, Berkeley
    E-mail Author
    Theo L. Dawson is the director of the Developmental Assessment Project in the Graduate School of Education at U. C. Berkeley. Her research focuses on social and moral development across the life-span, as well as modeling and measuring developmental processes. She is currently developing a method for examining cross-cultural differences in conceptual development from a cognitive-developmental perspective.
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