This article examines the links between prosocial moral education, educational innovations and concerns of school system personnel during an innovation's implementation process. The role of social innovations in promoting prosocial moral education is discussed with attention given to the challenges and processes associated with implementing such innovations. Promising moral and prosocial education innovations are reviewed with outcomes. The authors then describe implementation challenges identified by the original designers of the reviewed moral education interventions. Among the challenges is the difficulty of maintaining fidelity as the moral education innovation is expanded to educational settings. The analysis of prosocial moral education innovations leads to a recommendation of an important new direction for scholars and practitioners as they support diffusion of the moral education innovation. The recommendation highlights the importance of monitoring the affective concerns of facilitators as they diffuse moral education curricula to site-specific kindergarten (5 years) through Grade 16 undergraduate (average age 22 years) contexts.
|Original language||English (US)|
|Number of pages||14|
|Journal||Journal of Moral Education|
|State||Published - Jun 1 2008|
ASJC Scopus subject areas
- Religious studies