There is widespread agreement that schools should contribute to
students' moral development and character formation. Currently 80%
of states have mandates regarding character education. This
apparent support for moral education, however, masks a high degree
of controversy surrounding the meaning and the methods of moral
and/or character education. The purpose of this Handbook is to
replace the ideological rhetoric that infects this field with a
comprehensive, research-oriented volume that includes the extensive
changes that have occurred over the last fifteen years. Coverage
includes the latest applications of developmental and cognitive
psychology to moral and character education from preschool to
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