Educating for Moral Identity

Moral identity has received increased attention from psychologists who are interested in people’s motivation to act morally (e.g., Blasi, 1983; Colby & Damon, 1993; Frimer & Walker, 2008; Hardy & Carlo, 2005, 2011a). This attention has led to an incredible array of theory and research on moral identity constructs recently appearing in the literature. The purpose of this article is to translate this new body of theory and research into general educational applications through the following: (1) an examination of the developmental progression and stability of 3 moral identity constructs, (2) an exploration of how moral identity might develop in different educational contexts through a review of existing research guided by a general principle derived from the 3 constructs, and (3) highlighting the relevance of the 3 constructs within these educational contexts. Although significant theoretical questions remain, this analysis and evaluation reveals that these constructs can inform effective approaches to moral education.