This report describes a faculty development project carried out from 1978 to 1980 at Simon's Rock of Bard College, an experimental program for the younger than average college student. The project had three aims: (1) to develop practical methods of determining a student's position with respect to cognitive, moral, and ego development and to track…

One common paradigm used to study moral reasoning involves assessing the reasoning leading to choices among alternative actions, each with moral implications. Preconventional reasoning emphasizes external rewards and punishments, conventional reasoning centers on acceptance of societal rules and expectations, and postconventional reasoning is…

The hypothesized central role of cognitive development in resolving moral dilemmas was examined in sixth grade and college-age females. Results indicated that sophisticated cognitive operations are a prerequisite to advanced moral judgments. (ST)

This study explored the relationship between children's sense of justice for a criminal offender and their cognitive level. Subjects were 60 children, 10 boys and 10 girls at each of the following developmental or cognitive levels: preoperational, concrete operational, and formal operational. Each child was individually pretested for cognitive…

This paper attempts to find some similiarities among different theories of moral development, presenting a literature review of research and a comparative analysis of results on three questions. The questions considered are: (1) What is the role of cognitive competence in moral development and what optimizes the cognitive aspects of moral growth?…

This paper deals with one view of cognitive social learning and its applications to the psychological analysis of moral competence and moral conduct. The concept of cognitive and behavioral construction competencies is explained and cognitive competencies are said to be among the very best predictors of "honesty" in conduct. Moral…

The purpose of this study was to examine possible relationships between moral and cognitive development in second- and fifth-grade children. Sixty children were used in the study. Levels of cognitive development were evaluated using four learning tasks and moral development was assessed by presenting four conflicting situations to each subject for…

In this book Piaget considers the way children learn about the world. He addresses such questions as the following: How does a child learn to perceive the world around him? How, for example, does he learn that by grasping an object, he can pull it towards him, or that a ball of clay, flattened, is no smaller than it was before? How does he learn…

Uses Kohlberg's methods to test three hypotheses in order to relate particular home and school experiences to the cognitive-moral development of Kenyan young adults. (MP)

A study is reported in which curriculum consultants exposed to moral development theory were tested to determine whether they would use Kohlbergian labels of stage content or actual moral reasoning when required to make assessments. Suggestions are put forward as to how moral development theory can be more closely linked to education. (Editor/RK)

Studies the ways in which citizens rationalize their obedience or disobedience to the law. There is a clear correspondence between cognitive structure, or moral reasoning, and political-legal predispositions. Political involvement is the catalyst which converts moral development into political maturity. (Author/CS)

Points out adult behaviors likely to help children develop responsibility. Discussion focuses on the inadvisability of using reward and punishment, the importance of exchanging viewpoints with children and letting them make decisions, and the importance of beginning training for autonomy in the early years. (RH)

Responses to Fraenkel's 15 criticisms of the author's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Three circumstances are stated as reasons for the differences between the two men: (1) staying up-to-date with research and publications, (2) time consumed in refuting…

Restatement of the author's criticisms of Fenton's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Emphasis is made that (1) Fenton's definitive summations of Kohlberg's works should be more tentative and cautious, because (2) some parts of moral developmental research are…

Following discussion of the philosophical underpinnings for values objectivity and a review of tenents of Piaget's and Kohlberg's (cognitive/moral development) theories, offers a blueprint for establishing a comprehensive values education program needed in environmental education. (JN)