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Moral foundations theory and moral development and education

Moral foundations theory (MFT), along with its allied model of moral cognition, the social intuitionist model (SIM), have paralleled the paradigm shift in psychology towards implicit instead of explicit processing and have played a role in raising moral psychology to one of the most active and prolific areas of psychological research today. Despite MFT’s important influence on how many contemporary social psychologists understand moral information processing and explain people’s moral reactions, few attempts have been made to assess its significance for theory, research and practice in moral development and education. The aim of this special issue is to take some first tentative steps in that direction. To date, the scholarly literature on the host of difficult questions that MFT raises about moral development and education has been scant. Apart from a few scattered treatments in moral psychology and ethics literature (e.g. Appiah, 2008; Haidt & Bjorklund, 2008; Lapsley & Hill, 2008; Narvaez, 2008; Wilson, Centerbar, & Brekke, 2002), only a handful of articles consider the issue in any depth (i.e. Blasi, 2009; Graham, Haidt, & Rimm-Kaufman, 2008; Musschenga, 2011; Narvaez, 2010). The apparent reticence on the part of researchers who study moral development and education is especially surprising given that proponents of MFT present its theoretical framework as a necessary corrective to the paradigm that dominated the field in the latter half of the twentieth century and which still holds considerable sway in moral educational circles today——namely, cognitive developmentalism. More specifically, MFT rejects at least three of cognitive developmentalism’s key tenets.