Conditions for Promoting Moral and Prosocial Development in Schools

  • Alan J. Reiman
Part of the Springer International Handbooks of Education book series (SIHE, volume 21)

As Turiel (1998) notes, engaging education in the moral and prosocial domains is hard to fault. After all, it seems that everyone wants children and adolescents in their society to be guided in the process of becoming less aggressive, more empathic, more principled, more charitable, and more respectful of self and others. Although some have argued that education in the moral domain is not appropriate for schools because it should be a principal responsibility of the family and/or religious training, most educators now agree that character education takes place in schools, whether it is planned or not.

In this chapter, character education is broadly defined as encompassing all aspects of schooling that impact upon the development of prosocial and moral competencies of K-20 students, including the capacity to reason about moral and ethical issues. Democratic education refers to those deliberate school-based initiatives that are designed to promote the development of students into competent, responsible citizens in a democratic society.


Moral Judgment Prosocial Behavior Moral Reasoning Character Education Moral Development 


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© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Alan J. Reiman
    • 1
  1. 1.Department of Curriculum and Instruction, College of EducationNorth Carolina State UniversityRaleigh

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