Continuity and change in moral meaning-making - A transactional approach

Journal of Moral Education

Volumn 36, Issue 2, 2007, Pages 151-168

  Öhman, Johan ^a   Östman, Leif ^b  

^a ÖREBRO UNIVERSITY   (Sweden)

^b UPPSALA UNIVERSITY   (Sweden)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34249285560     PISSN: 03057240     EISSN: 14653877     Source Type: Journal    
DOI: 10.1080/03057240701325258     Document Type: Article

References (37)

1. Almqvist, J. & Östman, L. (2006) Privileging and artefacts. On the use of information technology in science education, Interchange, 37(3), 225-250.
2. Bentley, A. F. & Dewey, J. (1949/1991) Knowing and the known (LW 16) (Carbondale and Edwardsville, IL, Southern Illinois University Press).
3. Bhatia, S. (2000) Language socialisation and the construction of socio-moral meanings, Journal of Moral Education, 29(2), 149-167.
4. Biesta, G. & Burbules, N. (2003) Pragmatism and educational research (Boulder, CO, Rowman & Littlefield).
5. Buzzelli, C. A. (1996) The moral implications of teacher-child discourse in early childhood classroom, Early Childhood Research Quarterly, 11(4), 515-534.
6. Buzzelli, C. A. (1997) Origins, differences, and the origins of differences in moral development: parent-child discourse as moral activity, Developmental Review, 17(1), 101-109.
7. Crawford, P. D. (2001) Educating for moral ability: reflections on moral development based on Vygotsky's theory of concept formation, Journal of Moral Education, 30(2), 113-129.
8. Dewey, J. (1929/1958) Experience and nature (New York, Dover Publications).
9. Dewey, J. (1929/1984) The quest for certainty: a study of the relation of knowledge and action (LW 4) (Carbondale and Edwardsville, IL, Southern Illinois University Press).
10. Edwards, D. & Potter, J. (1992) Discursive psychology (London, Sage).
11. Fann, K. T. (1969) Wittgenstein's conception of philosophy (Oxford, Blackwell).
12. Hersch, R. H., Paolitto, D. & Reimer, J. (1979) Promoting moral growth; from Piaget to Kohlberg (New York, Longman).
13. Janik, A. & Toulmin, S. (1973) Wittgenstein's Vienna (New York, Touchstone).
14. Kohlberg, L. (1981) Essays on moral development (San Francisco, CA, Harper and Row).
15. Lave, J. & Wenger, E. (1991) Situated learning: legitimate peripheral participation (Cambridge, Cambridge University Press).
16. Lehman, D. R., Chiu, C-y. & Schauer, M. (2004) Psychology and culture. Annual Review of Psychology, 55, 689-714.
17. Lidar, M., Lundquist, E. & Östman, L. (2006) Teaching and Learning in the Science Classroom, Science Education, 90(1), 148-163.
18. Matusov, E. (1998) When solo activity is not privileged: participation and internalization models of development, Human Development, 41(5-6), 326-349.
19. Monk, R. (1990) Ludwig Wittgenstein - the duty of genius (London, Cape).
20. Piaget, J. (1929/1989) The child's conception of the world (Totowa, Rowman & Littlefield).
21. Pleasants, N. (1999) Wittgenstein and the idea of a critical social theory. A critique of Giddens, Habermas and Bhaskar (London and New York, Routledge).
22. Reddy, M. J. (1993) The conduit metaphor: a case of frame conflict in our language about language, in: A. Ortony (Ed.) Metaphor and thought (Cambridge, Cambridge University Press), 164-201.
23. Rogoff, B. (1990) Apprenticeship in thinking: cognitive development in social context (New York, Oxford University Press).
24. Rogoff, B. (1995) Observing sociocultural activity on three planes: participatory appropriation, guided participation and apprenticeship, in: J. V. Wertsch, P. Del Rio & A. Alvarez (Eds) Sociocultural studies of mind (Cambridge, Cambridge University Press), 139-164.
25. Rorty, R. (1980) Philosophy and the mirror of nature (Oxford, Princeton University Press).
26. Stenlund, S. (2000) Filosofiska uppsatser [Philosophical essays] (Skellefteå, Sweden, Norma).
27. Tappan, M. B. (1991) Narrative, language and moral experience, Journal of Moral Education, 20(3), 243-257.
28. Tappan, M. B. (1997) Language, culture, and moral development: a Vygotskian perspective, Developmental Review, 17(1), 78-100.
29. Tappan, M. B. (1998) Moral education in the zone of proximal development, Journal of Moral Education, 27(2), 141-161.
30. Valsiner, J. (1998) Dualisms displaced: from crusades to analytic distinctions, Human Development, 41(4-5), 350-354.
31. Walker, J. S. (2000) Choosing biases, using power and practicing resistance: moral development in a world without certainty, Human Development, 43(3), 135-156.
32. Wertsch, J. (1998) Mind as action (New York, Oxford University Press).
33. Wickman, P-O. (2006) Aesthetic experience in science education: learning and meaning-making as situated talk and action (London, Lawrence Erlbaum).
34. Wickman, P.-O. & Östman, L. (2002a) Induction as an empirical problem: how students generalize during practical work, International Journal of Science Education, 24(5), 465-486.
35. Wickman, P.-O. & Östman, L. (2002b) Learning as discourse change: a sociocultural mechanism, Science Education, 86(5), 601-623.
36. Wittgenstein, L. (1953/1997) Philosophical investigations (Oxford, Blackwell).
37. Wittgenstein, L. (1969/1997) On certainty (Oxford, Blackwell).