a] The debate over ‘nature v. nurture’ in relation to
children’s development is one that has received a great deal of attention. The place
of moral development in this debate has also been a focus for many writers and observers.
The authors of this chapter contend that both innate character and environmental
influences play a part in the growth of moral sensitivity. What implications does such a
view have for teacher education? How would this training differ from that which emphasized
‘nature’ or ‘nurture’, rather than both? What role would an
"overt Christian worldview" play in such an approach?
b] Consider the ‘Paradigm for Moral Intelligence’ proposed by
the authors. Explore the connections between its various facets, and provide some examples
of the ways in which particular elements are seen to have influence upon others. For
instance, what effect does a notion of God as creator, sustainer and lover have upon
assumptions related to nature and to nurture? What is the relationship between nature and
nurture? How do the facets within these elements affect moral knowing, feeling and
imagination? How are these defined? How do they work to ‘produce’ character, in
terms of one’s moral actions?
c] The analysis of the data presented by the authors contains some
interesting findings related to gender and birth order. It suggests that, in terms of
moral development, adults have the responsibility to treat children as individuals, rather
than as cohorts, and to base their dealings with them upon influences from both
‘nature’ and ‘nurture’. What implications does this have for teaching,
generally, and for teaching ‘Christianly’?