Conflict, Contradiction, and Contrarian Elements in Moral Development and Education

By Larry Nucci | Go to book overview

REFERENCES

Adalbjamardottir, S. (1999). Tracing the developmental processes of teachers and students: A sociomoral approach in school. Scandinavian journal of Educational Research, 43, 57-79.

Beck, U. (1992). Risk society. Towards a new modernity. London: Sage.

Bromba, M., & Edelstein, W. (2001). Das anti'demokratische und rechtsextreme Potential unter Jugendlichen undjungen Erwachsenen in Deutschland[The antidemocratic and right-wing potential among youth and young adults in Germany]. Bonn, Germany: Ministry of Education and Research.

Brown, B., Larson, R., & Saraswathi, T. S. (2002). The world's youth: Adolescence in eight regions of the globe. New York: Cambridge University Press.

Dewey, J. (1963). Experience and education. New York: Collier. (Original work published 1938)

Dewey, J. (1964). Democracy and education: An introduction to the philosophy of education. New York: Macmillan.

Durkheim, E. (1968). Suicide: A study in sociology. London: Routledge &Kegan Paul.

Edelstein, W. (2002). Die ausbreitung einer rechten jugendkultur in Deutschland. Mit einigen vorschlagen zur prevention [The spread of right-wing youth culture in Germany. With some proposals for prevention]. In F. Biichel, J. Gluck, U. Hoffrage, E Stanat, &. J. Wirth (Eds. ), Fremden feindli chke it and Recht sextremismus. Dokumentation einer multidisziplindren Vortragsreihe[Xenophobia and right-wing extremism. A crossdisciplinary series of lectures] (pp. 11—62). Opladen, Germany: Leske + Budrich.

Edelstein, W., & Fauser, R (2001). Gutachten zum Programm, Demokratie lemen und leben” der Bund-Ldnder-Kommission fur Bildungsplanung und For schungs for derung [Learning and living democracy: A report for the Federal and States Commission on Educational Planning and Promotion of Research]. Bonn, Germany: Federal and States Commission on Educational Planning and Promotion of Research.

Elder, G. (1974). Children of the great depression. Chicago: University of Chicago Press.

Erikson, E. H. (1959). Identity and the life cycle. New York: International Universities Press.

Erikson, E. H. (1968). Identify, youth and crisis. New York: Norton.

Erikson, E. H. (1975). Life history and the historical moment. New York: Norton.

Frey, D., & Rez, H. (2002). Population and predators: Preconditions for the Holocaust from the control-theoretical perspective. In L. S. Newman & R. Erber (Eds. ), Under' standing genocide: The social psychology of the Holocaust(pp. 188-221). New York: Oxford University Press.

Grossman, D., & Degaetano, G. (1999). Stop teaching our kids to kill: A call to action against TV, movie and video game violence. New York: Random House.

Heitmeyer, W., Collmann, B., Conrads, J., Matuschek, I., Kraul, D., Kiihnel, W., Moller, R., & Ulrich-Hermann, M. (1995). Gewalt: Schattenseiten der Individual is ierung hex ]ugendlichen aus unterschiedlichen Milieus[Violence: The bleak side of individualization among adolescents in different milieus]. Weinheim, Germany: Juventa.

Hopf, C, Silzer, M., & Wernich, J. M. (1999). Ethnozentrismus und Sozialisation in der DDR—Uberlegungen und Hypothesen zu den Bedingungen der Auslanderfeindlichkeit von J ugendlichen in den neuen Bundeslandern [Ethnocentrism and socialization in the GDR—Reflections and hypotheses about the conditions of hostility to foreigners among youth in the new States of Germany]. In R Kalb, K. Sitte, &. C. Petry (Eds. ), Rechtsextremistische Jugendlichewas tun? 5. Weinheimer

-171-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Conflict, Contradiction, and Contrarian Elements in Moral Development and Education
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 223

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.