Sexual assault on college campuses has become a major concern. A common response has been to provide bystander intervention training, which research shows may provide short-term attitude change without reducing the number of assaults. Current curricula and research may neglect the very factors that could play a part in students' desire and ability…

Developmental research has long sought to understand children's social ideas, and particularly how those ideas influence their judgments and behaviors toward other people. We examine the idea of "common humanity," a social idea that has been investigated historically and philosophically, to re-consider what is already known about…

Recent studies demonstrate a moral self effect: continuity in moral values is crucial to ascriptions of identity in and over time. Since Locke, personal identity has been referred to as a 'forensic' concept, meaning that it plays a role in attributions of moral responsibility. If moral values are crucial to identity over time, then perceived…

When morality is important and central to individuals' identities (moral identity), it may heighten their sense of responsibility to behave in moral ways. Although research has linked moral identity to various moral actions, research has yet to demonstrate the association between moral identity and individuals' consistent moral choices, despite…

The present study meta-analyzed 45 experiments with 959 subjects and 463 activation foci reported in 43 published articles that investigated the neural mechanism of moral functions by comparing neural activity between the moral task conditions and non-moral task conditions with the Activation Likelihood Estimation method. The present study…

Given that many in neuroscience believe all human experience will eventually be accounted for in terms of the activity of the brain, does the concept of moral or values education make sense? And, are we not headed for a singly deterministic notion of the self, devoid of even the possibility of making choices? One obvious objection is that this…

Identifies epistemological perspectives in girls' thinking that links ideas of self, knowing, and morality. Presents a model of "learner's interests and goals" and "approaches to knowing" as they relate to these conceptions of self and morality. Discusses implications for teaching. (Author/DH)

Argues that the inclusion concept must be broadened to serve the interest of all students. Advocates emphasizing student contributions, rather than disabilities, and what this means for organization of classrooms and schools. Proposes three sets of conditions for inclusive classrooms: (1) self-identity and respect, (2) self-expression and…

Draws on evidence from Alverno College's (Milwaukee, Wisconsin) longitudinal research to make the case that the Defining Issues Test (DIT) is best characterized as measuring growth in moral reasoning rather than a broader construct of moral development. Challenges current DIT theory, but is consistent with prevailing interpretations of growth on…

Suggests that attempts to segregate social-conventional reasoning from the moral domain may represent an artificial division ignoring major philosophic and psychological traditions. Discusses the individual, social, and relational dimensions of morality and the cultural context of moral development. Calls for continuing narrative and…