ABSTRACT
Rapid advances in developmental science will inevitably impact educational theory, particularly as it draws upon Dynamic Systems Theory (DST), which incorporates the biology of the brain. While this impact has already been felt in the US, UK and Europe, for example, the nations of the Asia-Pacific region have not significantly embraced these new perspectives. This chapter considers how these changes are impacting moral development theory, and why this is of relevance to moral education in the Asia-Pacific region.
