tion. Once children internalize the certainties of a well-ordered social environment, it becomes possible to cooperate with teachers and their fellow students in the project of learning per se.
How some teachers have actually conquered the challenge of structuring a classroom society that enables meaningful lesson content constitutes the bulk of Habits of Goodness. In six separate first-person accounts (case studies) of their experiences with students from kindergarten to sixth grade, teachers explain how they confronted and overcame the social obstacles to classroom instruction over the course of a school year. The big picture w
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