Abstract
To contribute to society, most individuals move beyond an exclusive preoccupation with moral conduct and character to consider how institutional practices facilitate or undermine moral functioning. Schools can contribute to this development by helping young people expand their knowledge of personalities and by fostering a greater awareness of how societal institutions influence thoughts, feelings, and actions. In schools, students are able to interact with people whose families differ from their own, and they are exposed to new group norms and institutional practices. Schools are primarily responsible for helping young people learn to read, write, and compute, but many educators also intentionally accept responsibility for nurturing wisdom and fairness (e.g., Battistich, Solomon, Kim, Watson, & Schaps, 1995).
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Thorkildsen, T.A. (2004). Moral Functioning in School. In: Thorkildsen, T.A., Walberg, H.J. (eds) Nurturing Morality. Issues in Children’s and Families’ Lives, vol 5. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-4163-6_8
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DOI: https://doi.org/10.1007/978-1-4757-4163-6_8
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