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Pedagogy for Restoration

Addressing Social and Ecological Degradation through Education

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David Krzesni

Pedagogy for Restoration seeks to understand the conditions leading to the destruction of Earth in order to discover pedagogy for restoration. As we degrade the planet we degrade ourselves and as we degrade ourselves we degrade the planet. Moral development and socialization significantly influence our participation in, construction of, or resistance to the systems of oppression that degrade us. The process of restorative education recognizes that humans are fundamentally good and moral and seeks to promote healthy moral development. We must help students meet their basic needs, center their own identities and experience, and simultaneously emphasize community and relationships to help them find a sense of purpose. These efforts facilitate social and ecological restoration by allowing students to reach a physical and emotional place that is conducive to learning and self-efficacy so that they may engage with whatever issues they find important in their own way and on their own terms.
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Chapter 5. Social Influence and Individual Difference

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SOCIAL INFLUENCE AND INDIVIDUAL DIFFERENCE

So convenient a thing is it to be a reasonable creature, since it enables one to find or make a reason for every thing one has a mind to do. (Benjamin Franklin as cited in Haidt, 2006, p. 66)

Just as empathy as a prosocial motive has limitations, so does moral principle. I choose to believe that very few humans deliberately engage in antisocial behavior or otherwise deliberately cause harm to one another without justification (see the section “Outlying Behavior”). Instead, I believe that the process of moral development, in the context of social norms, influences the primacy of conflicting moral principles, conception of moral encounters, and moral judgments and actions.

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