Examines the distinctions and interrelations between necessary and contingent knowledge and relates these concepts to the distinction between scientific and empirical validity. Considers how these distinctions can be applied to an understanding of morality, arguing for a relational rather than absolutist approach to questions of necessity. (JPB)

It is suggested that sexual involvement is a moral issue reflecting decisions about the quality of interpersonal relationships desired by the partners. A cognitive developmental model for understanding interpersonal relationships is proposed and three levels of relationship reasoning are described. (Author)

A case exists for there being a moral dimension to prison education and a case against moral education programs in prison. The argument is made that prisoners are one part of a large group of citizens who suffer from uneven development in the cognitive and moral realms due to biographical and structural factors. (Author/CT)

Uses Rousseau's "Emile" to explicate Kohlberg's characterization of moral development and to illuminate several theoretical problems in Kohlberg's cognitive-developmental account. Analysis supports contentions that Kohlberg's concept of morality is unduly narrow and suggests that his one-sidedly rationalistic approach exaggerates the…

Comments on Damon and Killen's study, pointing out that the methodological difficulties in examining spontaneous moral discussions have led to the appropriation of a dyadic social-cognitive conflict paradigm that focuses on dialogic interaction. (Author/RH)

Ericson erred in his application of the Laudan model to the interpretation by Nicolayev and Phillips of Kohlberg's research program.

Philosophical tendencies in Kohlberg's cognitive-developmental theory of moral development such as apriorism, absolutism and formalism are unfavorably contrasted with the dialectical categories of historicism, double interactionism and reflection. In logic and epistemology the cognitive-developmental theory is shown to be based on a subjective…

Claims that Campbell and Christopher's literature on moral development construes the cognitive-developmental and domain approaches too narrowly, overinterprets the influence of Kant, excludes other equally important non-Kantian philosophical influences, and ignores much of the research evidence. Describes the need for drawing distinctions in…

Investigates the ways in which young adults make judgments about two contrasting kinds of rights: moral worthiness (the aretaic) and moral obligation (the deontic), reflecting on how thinking in these areas may be coordinated with responsibility judgments and behavior. Discusses what might be gained if the aretaic domain were taken into account in…

This article revisits Kohlberg's cognitive developmental claims that stages of moral judgment, facilitative processes of social perspective-taking, and moral values are commonly identifiable across cultures. Snarey [Snarey, J. (1985). "The cross-cultural universality of social-moral development: A critical review of Kohlbergian research."…

While agreeing with Scriven's exposition of the cognitive approach to moral education, the author disagrees with and comments on three points: the argument against developmentalists, morality and rational justification, and the affective aspect of moral argument. (DW)

Results are discussed in terms of Piaget's concept of the parallel development of the cognition of the impersonal and interpersonal worlds. (Authors)

Manifestations of egocentrism in preschool children's language, play, and ethical judgement are discussed in relation to Piagetian theory. The importance of cognitive development grounded in Piagetian principles is elaborated. (SK)