An outline of Kohlberg's formulation of moral development is presented. The development of empathy is considered central to moral development since it is the basis for the motivation to help others. A value-centered curriculum is suggested, but it is argued that moral development is not merely a matter of education. (JN)

Democratic Socialization is viewed from a cognitive developmental perspective in which hypothetico-deductive thinking and exposure to democratic models are seen as necessary, but not sufficient to development of democrative values. A taxonomy of democratic development is offered. (MS)

Traces the history of Minnesota's approach to moral judgment research. Claims this history can be subdivided into four phases, each with a different goal and theoretical consideration. Concludes the Minnesota approach has been a progressive force in the field. Argues that this approach reaffirms Lawrence Kohlberg's view that moral judgments are…

Provides a critical appraisal of two significant contributions of the Minnesota approach to moral development. Describes one contribution as the componential model that describes the four psychological components underlying moral behavior. Identifies the second contribution as the conceptual and methodological reformulations known as the…

This study investigated whether kindergartners would advocate sharing toys equally across situations or on the basis of recipients' characteristics, and whether each group member would be counted as one unit for allocation across situations. Findings indicated that kindergartners tended to allocate more blocks to a younger child than to a same-age…

States that the concept of developmental stages is going through a revival. Compares developmental stages from three points of view: (1) Piaget's original formulation, (2) cognitive development, and (3) socio-moral development. Outlines reasons for maintaining a hard-structural stage model by the Kohlbergian theorists. (GG)

Presents an annotated bibliography on religious development that covers the areas of psychology and religion, measurement of religiousness, religious development during the life cycle, religious experiences, conversion, religion and morality, and images of God. (Author/BB)

Outlines a Vygotskian perspective on moral development. Summarizes Lev Vygotsky's ideas about the "zone of proximal development" and extends them into the domain of moral education, focusing on an extract from the film, "Boyz 'n the Hood." Shows how the zone of proximal development facilitates moral development differently from…

Part of a collection of papers commissioned by Foundations, a development project that examined the career development needs of students entering the National Technical Institute for the Deaf, the paper reviews a range of developmental theories and models that pertain to adolescents and young adults. An attempt is made to create a composite…

The affective and developmental approaches to moral education are described as inadequate, while the cognitive approach based on moral knowledge, moral reasoning, and the study of ethics is described as defensible and preferable, even though difficult to implement in public schools. (DW)

Freshman composition students have difficulties in moving to new stages of cognitive ability similar to the difficulties experienced by poorer writers in moving to new levels of syntactic maturity. A model of moral/cognitive development created by Lawrence Kohlberg indicates that human responses to moral choices move through as many as six stages…

Forty-five undergraduates discussed a moral issue with a confederate who had the same opinion (no controversy) or opposite opinion (controversy). Subjects in the controversy conditions discussed within either a cooperative or a competitive context. Subjects in the controversy conditions indicated more conceptual conflict or uncertainty, engaged in…

This book presents a study of cognitive-affective interdependence as shown in children's fantasy behavior. The systems of Piaget and Freud are the foundation of analysis. The study data consist of approximately one hundred verbatim recordings of the dramatic play of 3-, 4-, and 5-year-olds (in groups or alone) collected by trained teachers in a…

One of the major purposes of values education is to help students develop more complex ways of reasoning--to facilitate cognitive development. The purpose of moral education in a cognitive developmental framework becomes the stimulation of the student's capacity for moral judgment. With this goal in mind, the teacher must first be prepared to…

There are promising suggestions in ethical philosophy that may assist substantially in the clarification of issues in the affective domain in education. These suggestions may be viewed in two aspects--as analytical distinctions and as synthetic coordination of these analytic elements. It is possible to construct an intelligible theory of the…