Reports on a study conducted to investigate Kohlberg's allegation that his test discerns between form and content in moral development. Indicates that the aspect of form which he measures is probably general intellectual development that rePresents norms that the school intentionally transmits to pupils. (JD)

Based on the author's educational experiences as a student and teacher at Jesuit high schools and developed within the framework of the cognitive development theories of Lawrence Kohlberg, describes six stages of moral development. Concludes with a description of teachers at six stages of professional development. (AYC)

Assesses how similar same-sex friends are in their level of moral development. Results indicate significant relationships only for male-female dyads. The functions of different dyadic friendships are discussed, including Piaget's and Kohlberg's ideas that peers have a role in promoting cognitive growth. (Author/BEF)

Argues that a coherent program of moral education should be a part of the school's total effort to provide opportunities that foster the development of intelligent behavior and that the skills of critical reading may be used in this endeavor. (FL)

Discusses conception of moral formation. Traces progress to moral maturity through well defined stages of cognitive, conative, and/or affective growth. Explains that logical status of developmental theories are not clear. Argues that the accounts are more evaluative than descriptive. Explores the problematic moral educational implications of this…

Discusses deliberate psychological education as influenced by George Miller, Ralph Mosher, and Norm Sprinthall, and renewed calls for educational reform focusing on moral education. (JBJ)

Examines processes of moral change in light of emerging concepts from narrative psychology. Argues that role taking can be better understood when narrative concepts are employed. Concludes that, where cognitive developmental and narrative approaches to psychological development differ, the narrative account can illumine and challenge categories…

Examined 6-, 8-, and 10-year olds' conceptions of flags as social conventions and their understandings of the symbolic and psychological consequences associated with transgressions toward flags. Found that despite age-related increases in understanding of flags as meaningful collective symbols, children at all ages considered transgressions to be…

Makes a case for rereading the fact-value dichotomy that currently divides the contemporaneous literatures dealing with children's moral reasoning development and their evolving theories of mind. Presents findings from two research programs, in which children's beliefs about truth and rightness are combined, to illustrate the natural…

Investigated 4-, 8-, and 11-year-olds' ability to categorize intentionally false and true statements as lies and truths. Found that older children were more likely to categorize false statements as lies and true statements as truths than were 4-year-olds. Antisocial lies were rated as most serious, and "white lies" as least serious.…

Children from seven classes representing the year groups in a primary school were interviewed in groups of three or four to find out their understanding and views on issues related to the environment and science. The large majority showed considerable interest and concern about environmental issues related to their experience and understanding,…

Reviews the literature from the three standpoints of learning theory, psycho-analysis, and cognitive developmental theory and suggests that investigations explore specific socialization practices that contribute to both personal integration and moral maturity. (Author/AM)

This paper explores the issue of sex bias in a contemporary major theory of moral development, cognitive moral theory. It explains critical reactions by Carol Gilligan and others questioning whether cognitive moral theory adequately accounts for female moral reasoning and behavior in its theory and research procedures. Several general…

This article proposes to simplify scientific sociology for teaching at the precollege level in order to bring the discipline to bear on real social problems that affect the everyday life and human development of the high school student and is within the student's intellectual capability. (Author/DE)