The Legacy of the "Care Challenge": Re-Envisioning the Outcome of the Justice-Care Debate

Autor/in	Sherblom, Stephen
Titel	The Legacy of the "Care Challenge": Re-Envisioning the Outcome of the Justice-Care Debate
Quelle	In: Journal of Moral Education, 37 (2008) 1, S.81-98 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
Schlagwörter	Sexual Identity; Psychology; Social Scientists; Gender Differences; Gender Bias; Values Education; Moral Development; Masculinity; Justice; Ethical Instruction; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Geschlechtsidentität; Sexuelle Identität; Psychologie; Social scientist; Sozialwissenschaftler; Geschlechterkonflikt; Geschlechterstereotyp; Werterziehung; Moralische Entwicklung; Männlichkeit; Gerechtigkeit; Ethics instruction; Teaching of ethics; Ethikunterricht; Soziale Entwicklung; Gefühlsbildung
Abstract	The "care challenge" to moral psychology, articulated in the justice-care debate, has been borne out in a number of ways. Empirically, claims regarding gender difference in use of justice and care reasoning, gender bias claims regarding early forms of Kohlberg's scoring manual and claims regarding the centrality of cultural conceptions of masculinity and femininity to moral psychology have all been established. Conceptually, six hallmarks of the care challenge have now become commonplace assumptions in moral psychology. It is argued that theorists in Character Education, Social-Emotional Learning and Positive Psychology now generally accept the moral legitimacy of the ethic of care and the scientific legitimacy of the relational psychology underlying it. In retrospect, the "care challenge" had an evolutionary effect on the field, helping theorists and social scientists of all kinds to create more philosophically inclusive and psychologically realistic conceptions of moral engagement in the moment and moral development over time. (Contains 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10