Towards a Dynamic Systems Approach to moral development and moral education: a response to the JME Special Issue, September 2008
Abstract
Is ‘development’ a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper argues that the notion of moral development is fully justified, though it does not occur via invariant stages. Rather, each child is an emergent self‐organising organism in which development is highly variable, dynamic and often non‐linear. By viewing each child as a self‐organising being and adopting the notion that moral development is dynamic and emergent from the predilection to value, the paper points towards a new account of moral development that opens up new avenues for educational research and moral education in schools.
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Kim and Sankey described a recursive and integrative model for understanding the development of moral judgment in youngsters post-Piaget.
“In researchers Kim and Sankey’s (2009) review of research into morality and developmental psychology, the authors described a recursive and integrative model for use in understanding the development of moral judgment in youngsters post-Piaget.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Kim & Sankey, 2009
The basic process of making value choices seems to be inherent in humans but can be directed and developed.
“The basic process of making value choices seems to be inherent in humans but can be directed and developed, according to Kim and Sankey (2009).”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Kim & Sankey, 2009
There is a value component in all learning, memory and action.
“There is “a value component in all learning, memory and action” (Kim & Sankey, 2009, p. 296), and Kim and Sankey (2009) called for a renewed emphasis on moral instruction in schools.”
From Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools (2019) · cites this paper as Kim & Sankey, 2009
Cited by
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Vaughan, C. A. (2019) · Journal of Research on Christian Education · doi:10.1080/10656219.2019.1704326 · Cited by 1 · see citing works
- Authors
- Kim, M., & Sankey, D.
- Affiliations
- Seoul National University (KR)
- Corresponding author
- Kim, Minkang
- Venue
- Journal of Moral Education
- Publisher
- Informa UK Limited
- Published
- 2009-08-11
- Volume
- 38
- Issue
- 3
- Pages
- 283-298
- ISSN
- 0305-7240 (ISSN-L)
- 1465-3877
- OpenAlex
- W2100952745
- Cited by
- 32
- References
- 0
- Citations by year
- 2023: 2 · 2021: 2 · 2019: 3 · 2017: 3 · 2016: 2 · 2015: 3 · 2014: 3 · 2013: 2 · 2012: 4
- FWCI
- 16.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Moral Education (publishedVersion)
- Topics
- Social Sciences › Education › Values and Moral Education
- Life Sciences › Neuroscience › Cognitive Neuroscience › Psychology of Moral and Emotional Judgment
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Keywords
- moral development, moral education, dynamical systems theory, self-organization, emergence, nonlinear development, Piagetian theory, moral functioning, developmental stages
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