Lawrence Kohlberg (1927-1987) was one of the key figures in generating theories of human development. Following James Mark Baldwin and Jean Piaget, he designed a research program in order to understand moral development – which he viewed as justice development -, during the life-span. With the help of dilemma-interviews and a comprehensive scoring manual, Kohlberg looked into the stage of development and the moral point of view of children, adolescents and adults both in the United States and abroad. Related herewith, he discussed central topics, such as the relationship be¬tween judgment and action, the transnational universality of moral development, and gender-related morality. His innovative interdisciplinary work embraced the fields of developmental psychology, philosophy, and education among others. His research was inspiring in many aspects and will be inspiring for the years to come.

First published in 1986. This is part of the five-edition of Consensus and Controversy collection, with this volume focussing on Lawrence Kohlberg of Harvard University. The volume has been greatly enhanced by the recognition given to it by Lawrence Kohlberg, who has written the concluding chapter. For nearly thirty years, Lawrence Kohlberg has amplified his cognitive­developmental theory of moralization which has become prominent in the analysis of moral development and its consequent application to moral education.

First Published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

Revised and expanded second edition of William R. Yount's book showing teachers how to organize and adapt classroom instruction to fit the learning styles of their students.

Conscience, once a core concept for ethics, has mostly disappeared from modern moral theory. In this book Douglas Langston traces its intellectual history to account for its neglect while arguing for its still vital importance, if correctly understood. In medieval times, Langston shows in Part I, the notions of "conscientia" and "synderesis" from which our contemporary concept of conscience derives were closely connected to Greek ideas about the virtues and practical reason, although in Christianized form. As modified by Luther, Butler, and Kant, however, conscience later came to be regarded as a faculty like will and intellect, and when faculty psychology fell into disrepute, so did the role of conscience in moral philosophy. A view of mature conscience that sees it as relational, with cognitive, emotional, and conative dimensions, can survive the criticisms of conscience as faculty. In Part II, through discussions of Freud, Ryle, and other modern thinkers, Langston proceeds to reconstruct conscience as a viable philosophical concept. Finally, in Part III, this better grounded concept is connected with the modern revival of virtue ethics, and Langston shows how crucial conscience is to a theory of virtue because it is fundamental to the training of any morally good person.

Conversing on Gender is, as its subtitle indicates, a primer for entering the broad conversation on gender that can be found both inside and outside of academic circles. The book considers the relation of gender to sex and sexuality, reviews prominent theories of gender, and covers basic gender issues.

John and Sumita Kaufhold (shown at Oxford University) have conducted numerous national and international seminars on educational improvement.

Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth – elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as ‘values education’ widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to ‘values’ and ‘wellbeing’. This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person – social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a ‘values and wellbeing’ pedagogy.

Contributors to this unique book explain and compare major theories drawn from several academic fields to uncover the root causes of deviance. In this unparalleled exploration of antisocial and aberrant behavior, criminologists and other experts examine the theoretical perspectives of 15 classical psychological, political science, and economics scholars to shed light on the impetus for deviant behaviors. Murder, mayhem, robbery, sexual assault, and sexual activity with minor children are among the degenerate behaviors cited. Each chapter focuses on the effectiveness of a specific theory, and considers conundrums such as "Does the Darwinian approach explain sexual assault as a drive to procreate?" "Can B.F. Skinner's theoretical perspective explain pedophilia?" and "Can an individual be incompetent at the time of an offense and competent at the time of the trial?" The book reveals how the major psychological, social, and environmental doctrines can explain the behaviors and patterns of a nonconforming mindset. The work addresses the theories of well-known thinkers like Karl Marx, Charles Darwin, Travis Hirschi, and Sigmund Freud, among others.

Holm (Institute of Medicine, Law, and Bioethics, University of Manchester, UK) and Jonas (Center for Social Ethics and Policy, University of Manchester) gather papers representing the work performed as part of the Empirical Methods in Bioethics project sponsored by the European Commission, DG-Research. The papers are mainly concerned with investiga.