Adolescents were administered classical and practical moral dilemmas. They were asked to judge the actions of others (judgments), and to reach a personal decision and justify what they would do (deliberation). Stage of moral reasoning for deliberation on practical dilemmas was lower than moral judgment on classical dilemmas. (Author/RD)

To show that there are crucial assumptions of the cognitive-developmental approach to moral education made about the nature of moral reasoning which may not be warranted, sixty public school students randomly selected from two middle schools and two high schools, were interviewed on twelve different dilemmas. Transcripts of the interviews,…