Discusses the religious political right's views and their implications for education. Describes the cognitive and moral development of children, and the context best suited for ethical instruction. (DB)

Criticizes current prevention education efforts for retaining characteristics of older quantitative approaches to education. Suggests qualitative approach to prevention education be taken and discusses transactional model of substance abuse based on development of the child within both social and family context. Recommends approach that draws…

Notes that change in the moral and cognitive realms is a long-term historical process that includes progression and regression. Reconstructs the cognitive correlates of historical progress, using as examples the emergence of invariant numbers in Mesopotamia, the growth of logic and perspectivism in the early Middle Ages, and the rise of public…

Maintains that although Kohlberg emphasized the importance of perspective taking in moral reasoning, his view of developmental stages is inconsistent with this position. Argues that a modification of Kohlberg's conception of stages drawing on Piagetian theory would result in a view of moral reasoning as a process of coordinating all perspectives…

Introduces theme issue on Piagetian constructivist perspective on children's understanding. Summarizes feature articles which argue that teaching should be based on Piaget's theory; and elucidate the development of social and moral understanding, perspective-taking, play, written language, friendship and popularity, and mathematics. Emphasizes the…

Describes higher levels of morality by contrasting Kohlber's Cognitive Developmentalism and Dabrowski's Positive Disintegration. It argues that far from being a gift, high-level morality is a function of the whole person. It is something chosen and striven for, and the result of compassion and some kind of disintegration. (Author/CR)

Examined whether gender discrepancy in late adolescents' antisocial behavior may be attributed to gender differences in other moral cognitive variables. Found that mature moral judgment and higher moral self-relevance were associated with lower self-serving cognitive distortion, partially mediating the relationship between those variables and…

Most moral psychologists have come to accept two types of moral reasoning: Kohlberg's "justice" and Gilligan's "care", but there still seem to be some unresolved issues. By analysing and comparing Kohlberg's statement on some theoretical issues with some of Gilligan's statements in an interview in April 2003, I will look at some key issues in the…

R.S. Peters coined the term "paradox of moral education". In this article, the author identifies two subordinate paradoxes: how habituated reason is psychologically possible and how heteronomously formed autonomy is morally/politically possible and justifiable. He sketches possible Aristotelian solutions of those paradoxes and argues that for…

This paper discusses a theory of the formation of social stereotyping and prejudice in children. This intergroup-developmental theory of prejudice has three primary goals: to account for the development of stereotyping and prejudice across multiple domains; to provide a developmental account of social stereotyping, outlining how developmental…

This paper begins by examining two approaches to defining and measuring adolescents' understanding of the public good: (1) theories concerning stages of moral and cognitive development and political socialization; and (2) attitudinal survey methods. Methodological deficiencies of the approaches are identified. The paper presents a new method of…

During the Lebanon War (1982), many Israeli reserve soldiers disobeyed the command to join their units for service in Lebanon. Several of these soldiers were publicly labeled "sarvanim" meaning "refusers" in Hebrew, and were jailed in military prisons. Kohlberg's (1976) cognitive developmental approach to moralization, which…

This study examined effects of interpersonal and intrapersonal cognitive conflict tasks on 54 fifth and 18 seventh grade children's sociomoral rule awareness. Preconventional stage children 9 years of age were paired in same-sex dyads with 9- and 11-year-old children intermediate between preconventional and conventional stage reasoning. Six legal…

Measurements of formal reasoning and principled moral reasoning ability were obtained from a sample of 99 tenth grade students. Specific modes of formal reasoning (proportional reasoning, controlling variables, probabilistic, correlational and combinatorial reasoning) were first examined. Findings support the notion of hierarchical relationships…

Research on moral development from a cognitive-developmental perspective has been undertaken predominantly with Western subjects and most often with males. To investigate variables associated with moral reasoning among Palestinian Arabs, 259 male and female university students between the ages of 18 and 26 completed Rest's Defining Issues Test…