Educating for virtue, ethics, morality

RAVES Model

We propose the RAVES Model, a research-based approach, which offers educators guidelines to foster moral character while teaching academics. The aim is to help children grow into intelligent and morally agile adults with high moral quotients (MQ) as well as high IQs. See Table 1 for an outline of the RAVES model.

The RAVES model begins with high expectations for ethical behavior alongside achievement. It also is designed to provide high community support for reaching these ends. RAVES stands for Relationships, Apprenticeship, Virtuous models, Ethical skill development and Self-authorship.

RAVES for Educators

More materials here.

 

MINNESOTA COMMUNITY VOICES AND CHARACTER EDUCATION Project

Collaborating with the MN Dept of Education, we had $1 million Character Education Partnership grant funds from the US Department of Education to collaborate with school teams and develop a flexible approach to moral character education ("Community Voices and Character Education"). We aimed to help educators incorporate ethical skill development into regular academic instruction. An earlier version of the guidebooks we developed are downloadable for free from a link here: http://cee.nd.edu/curriculum/ and the later versions are purchasable as noted.

In that project we on the university team compiled the set of skills that comprise the skills toolkit for moral character plus the pedagogical approach that works best (novice-to-expert apprenticeship). We identified skills and subskills and organized them by four levels of expertise development. We also made suggestions for supportive climate elements for each skill as well as student self-monitoring. The teams of educators took this information and adapted it for their own circumstances (selecting which skills to work on and which teachers would implement them). This made it hard to evaluate since every school did things differently and we had troubles with pre-post testing during the evaluation year (I had moved to ND) but we got a publication (Narvaez et al., 2004). Reanalyses were done in Narvaez (2012).

The Integrative Ethical Education model (IEE,) developed after I moved to Notre Dame from the U of MN, put everything into five basic steps

(1) Establish a caring relationship with the learner.

(2) Establish a social climate supportive of ethical character.

(3) Teach the ethical skills (sensitivity, judgment, focus, action) using a novice-to-expert pedagogy.

(4) Foster student self-authorship and self-regulation.

(5) “Restore the village” of community support by forming asset-building communities and coordinated developmental systems.

You can read more about it in publications below.

 

Published Manuscripts

Narvaez, D., & Bock, T. (2014). Developing ethical expertise and moral personalities. In L. Nucci & D. Narvaez (Eds.), Handbook of Moral and Character Education (2nd ed.) (pp. 140-158). New York, NY: Routledge.

Narvaez, D. (2012). Moral neuroeducation from early life through the lifespan. Neuroethics, 5(2), 145-157. doi:10.1007/s12152-011-9117-5

Narvaez, D. (2010). Building a sustaining classroom climate for purposeful ethical citizenship. In T. Lovat and R. Toomey (Eds.), International Research Handbook of Values Education and Student Wellbeing (pp. 659-674) New York: Springer Publishing Co.

Narvaez, D. (2010). Moral complexity: The fatal attraction of truthiness and the importance of mature moral functioning. Perspectives on Psychological Science, 5(2), 163-181.

Narvaez, D., & Endicott, L. (2009). Nurturing character in the classroom, EthEx Series, Book 1: Ethical Sensitivity. Notre Dame, IN: ACE Press.

Narvaez, D. & Bock, T. (2009). Nurturing character in the classroom, EthEx Series, Book 2: Ethical Judgment. Notre Dame, IN: ACE Press.

Narvaez, D. & Lies, J. (2009). Nurturing character in the classroom, EthEx Series, Book 3: Ethical Motivation. Notre Dame, IN: ACE Press.

Narvaez, D. (2009). Nurturing character in the classroom, EthEx Series, Book 4: Ethical Action. Notre Dame, IN: ACE Press.

Narvaez, D., Kmehlkov, V., Vaydich, J., & Turner, J. (2009). Measuring teacher moral self efficacy. Journal of Research in Character Education, 6(2), 3-16.

Narvaez, D. & Lapsley, D. K. (2008). Teaching moral character: Two alternatives for teacher educators. Teacher Educator, 43(2), 156-172.

Narvaez, D. (2007). How cognitive and neurobiological sciences inform values education for creatures like us. In D. Aspin & J. Chapman (Eds.), Values Education and Lifelong Learning: Philosophy, Policy, Practices (pp. 127-159). Springer Press International.

Power, F. C., Nuzzi, R. J., Narvaez, D., Lapsley, D. K., & Hunt, T. C. (Eds.). (2008). Moral education: A handbook (Vols. 1-2). Westport, CT: Praeger

Nucci, L. P., & Narvaez, D. (Eds.) (2008). Handbook of Moral and Character Education. New York: Routledge.

Narvaez, D. (2008). Human flourishing and moral development: cognitive science and neurobiological perspectives on virtue development. In L. Nucci & D. Narvaez (Eds.), Handbook of Moral and Character Education (pp. 310-327). Mahwah, NJ: Erlbaum.

Lapsley, D. K. & Narvaez, D. (2006). Character Education. In Vol. 4 (A. Renninger & I. Siegel, volume eds.), Handbook of Child Psychology (W. Damon & R. Lerner, Series Eds.) (pp. 248-296). New York: Wiley.

Narvaez, D. (2006). Integrative Ethical Education. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 703-733). Mahwah, NJ: Erlbaum.

Ziemba, C., Yep, G., Westerink, D.. Power, A., & Narvaez, D. (2005). Character in Community: A homeroom curriculum. Notre Dame, IN: Notre Dame Center for Ethical Education.

Narvaez, D. (2004). Educación y desarollo moral [Moral education and development]. Republicana, 2, 39-50.

Anderson, C., Narvaez, D., Bock, T., Endicott, L., & Lies, J. (2004). Minnesota Community Voices and Character Education: Final Report and Evaluation. Roseville, MN: Minnesota Department of Children, Families and Learning.

Narvaez, D., Bock, T., Endicott, L., & Lies, J. (2004). Minnesota’s Community Voices and Character Education Project. Journal of Research in Character Education, 2, 89-112.

Narvaez, D., Herbst, R., Hagele, S. & Gomberg, A. (2003). Nurturing peaceful character. Journal of Research in Education, 13, 41-50.

Narvaez, D., Bock, T., & Endicott, L. (2003). Who should I become? Citizenship, Goodness, Human Flourishing, and Ethical Expertise. In W. Veugelers & F. K. Oser (Eds.), Teaching in Moral and Democratic Education (pp. 43-63). Bern, Switzerland: Peter Lang Publishers.

Narvaez, D. (July/August 2002). The expertise of moral character. Education Matters, VIII (6), 1, 6.

http://www.aaeteachers.org/newsletters/julyaugustnews.pdf

Narvaez, D., & Endicott, L., with Bock, T., & Mitchell, C. (2001). Nurturing character in the middle school classroom: Ethical Sensitivity. St. Paul: MN Department of Children, Families & Learning. Free download

Narvaez, D. & Bock, T., with Endicott, L., & Mitchell, C. (2001). Nurturing character in the middle school classroom: Ethical Judgment. St. Paul: Minnesota Department of Children, Families and Learning. Free download

Narvaez, D. & Lies, J. with Endicott, L., Bock, T., & Mitchell, C. (2001). Nurturing character in the middle school classroom: Ethical Motivation. St. Paul: Minnesota Department of Children, Families and Learning. Free download

Narvaez, D. with Endicott, L., Bock, T., & Mitchell, C. (2001). Nurturing character in the middle school classroom: Ethical Action. St. Paul: Minnesota Department of Children, Families and Learning. Free download

Bebeau, M., Rest, J. R. & Narvaez, D. (1999). Beyond the promise: A framework for research in moral education. Educational Researcher, 28 (4), 18-26.

 

OTHER PAPERS

Narvaez, D. (2010). The emotional foundations of high moral intelligence. In B. Latzko & T. Malti (Eds.). Children’s Moral Emotions and Moral Cognition: Developmental and Educational Perspectives, New Directions for Child and Adolescent Development.

Narvaez, D. (2010). Building a sustaining classroom climate for purposeful ethical citizenship. In T. Lovat and R. Toomey (Eds.), International Research Handbook of Values Education and Student Wellbeing. Springer.

Narvaez, D., Holter, A., Vaydich, J. (in press). Moral development. In A.S. Davis (Ed.), Handbook of Pediatric Neuropsychology. Springer.

Narvaez, D. (in press). Educación ética integrativa: los componentes del conocimiento experto, la comunidad y las virtudes [Integrative Ethical Education: The components of expert knowledge, community and virtue]. In B. Garcia (Ed.),  Memorias Coloquio Educación Ciudadana.

Holter, A., & Narvaez, D. (2009). Moral education. In E. Anderman & L. Anderman, (Eds.) Psychology of Classroom Learning: An Encyclopedia. Farmington Hills, MI: Thomson Gale.

Holter, A., & Narvaez, D. (2009). Moral development and education. In D. Carr, R. Crosnoe, M.E. Hughes, & A. Pienta (Eds.), Encyclopedia of the Life Course and Human Development (pp. 312-316). Farmington Hills, MI: Cengage Learning.

Whitehouse Presentation

Narvaez, D. (June 19, 2002). The expertise of moral character. Whitehouse conference on Character and Community. Washington DC.

Prevention

We have data collected measuring the relation between several scales (e.g., Ethical Identity Scale, Community Bonding Scale) with the comprehension of moral anti-drug messages (at different levels of complexity) and with moral judgment development.

Paper in preparation

Brooks, J., Bock, T., & Narvaez, D. (in final preparation). Moral motivation, judgment, and well-being and their relation to delinquency.