Connecting

Winston C. Thompson’s review of Moral education for social justice by Larry Nucci and Robyn Ilten-Gee, accurately captures the effort to integrate critical pedagogy with domain-based moral education. A core element is student participation in domain-based discourse entailing responsive engagement that transcends the cognitive activity of individuals. Those discussions may lead to action projects (praxis). Replying to Thompson’s review, Nucci and Ilten-Gee address potential problems that may arise from student resistance, and from objections of conservatives who may view attention to social justice as political indoctrination. They conclude that moral education that does not attend to social justice suffers from incoherence.