Scaffolding morality: Positioning a socio-cultural construct
Val D. Turner, a, and Marvin W. Berkowitza,
aDivision of Educational Psychology, University of Missouri—St. Louis, College of Education, One University Boulevard, St. Louis, MO 63121-4400, USA
Available online 12 June 2006.
The concept of scaffolding, as originally introduced by Wood, Bruner, and Ross [(1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 17, 89–100)] and later embedded within Vygotskian theory, has proven to be extremely valuable in its application to educational and psychological theory and practice. In recent years, there have been several attempts to alternatively expand and restrict the terminology and conceptual framework of the scaffolding concept. While movements within the fields of moral development and character education have not yet embraced this socio-cultural concept, it offers a useful tool in justifying and understanding common findings and practices. The character education movement seems particularly well-suited to benefit from scaffolding, within its original socio-cultural framing, in providing an improved understanding of current best practices as well as using the concept as a framework for future research and theoretical direction.