<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><rec-number>421</rec-number><ref-type>Journal Article</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Halliday, Robert</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Teaching Goodness: Moral Development Theory and the Teaching of Ethics</style></title><secondary-title><style face="normal" font="default" size="100%">Teaching Philosophy</style></secondary-title></titles><taxonomies><taxonomy><style  face="normal" font="default" size="100%">Education</style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">Instructional Methods</style></taxonomy><taxonomy><style  face="normal" font="default" size="100%">Philosophy</style></taxonomy></taxonomies><pubtype><style  face="normal" font="default" size="100%">Journal Article</style></pubtype><audience-level><style  face="normal" font="default" size="100%">instructor</style></audience-level><dates><year><style  face="normal" font="default" size="100%">2006</style></year></dates><number><style face="normal" font="default" size="100%">2</style></number><volume><style face="normal" font="default" size="100%">29</style></volume><pages><style face="normal" font="default" size="100%">81-92</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper investigates some implications of moral development theory for teaching ethics. A summary of moral development theory, focusing on the work of James Rest, provides the basis for our investigation. The authors conclude that students in a philosophical ethics course experience greater gains in moral reasoning than a control group. However, the large range of students' moral development results in discrepancies between their developmental level and the more sophisticated level of reasoning around which philosophy curricula are designed. We explore the implications of this for teaching philosophical ethics and discuss teaching strategies that facilitate growth in moral reasoning.</style></abstract><notes><style face="normal" font="default" size="100%">Cover Date: June 2006.Source Info: 29(2), 81-92. Language: English. Journal Announcement: 40-4. Subject: EDUCATION; ETHICS; GOODNESS; MORAL DEVELOPMENT; TEACHING. Subject Person: REST, JAMES. Update Code: 20090226.</style></notes></record></records></xml>