Moral or character education has settled mainly into two distinct and opposing 'camps' of thought and application: the conventional-behaviourist and the developmental-cognitive. The author introduces a third perspective based on a perceptual-experiential model. Here, young people construct their moral reality through a curriculum of stage-appropriate sensory challenges. This new perspective finds support in a variety of theoretical and clinical works. Implications and applications of this model are discussed.
Rose, Norman S., "Moral Development: The Experiential Perspective" (1992). School of Education. 1.
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