Provides a detailed account and critique of all of Lawrence Kohlberg's writings dealing with the seventh stage of his moral development theory. Discusses the uniqueness of stage seven as compared to one through six. Concludes that stages one through six culminate in, but are not lessened by, stage seven. (Author/AEM)

Gilligan's work on sex differences in moral reasoning, perception of violence, resolution of sexual dilemmas, and abortion decisions poses a major challenge to Kohlberg's theory because of its feminist perspective of moral development. Gilligan suggests Kohlberg's demonstration of males and females attaining different levels of moral development…

Presents recent changes in the theory of moral stages, including a broadening of theoretical and research concerns, differentiation of "hard" and "soft" stages, clarification of the form-content distinction, revision of A and B substages, clarification of stages six and seven, discussion of moral action, and listing of nine…

This paper shares the contribution of adolescent development research to service learning research with the goal of strengthening service learning. The paper discusses four areas of research on adolescent development and considers three implications for service learning program development and research. It discusses in detail the following…

Third- and sixth-grade children rated nine single stories which combined three levels of intentions and consequences and which varied by order in which intention and consequence information was presented. Subjects also made choices for three story pairs which varied in terms of the order of presentation of intention and consequence information.…

The cognition/conduct problem is outlined as it arises in cognitive-developmental moral theory. A model of the connection between stage of moral reasoning and behavior is developed, involving two separate steps (from reasoning to judgments and from judgments to behavior).(Author/RH)

John Wilson recently criticized Kohlberg's view that at certain stages of their development children are unable to understand moral reasoning of certain kinds. It is argued here that Wilson fails to cast doubt on Kohlberg's view, because his account of what it is to understand a reason is inadequate. (Author/RM)

Reviews what is known and not known about three questions in comparative ethics: What are the ideas and concepts associated with moral thinking in normal Western adults? What are the processes resulting in a judgment that something is a vice or a virtue? Are those ideas, concepts, and processes available in different cultures and at different…

Criticizes Piaget's theory of moral development. The author argues that Piaget's equilibrium concept does not adequately account for moral development. Because no evidence supports the theoretical sequence of moral developmental stages, he concludes that Piaget's theory is not a useful foundation for the design of moral education curriculum. (AM)

Argues that Kohlberg's theory of moral development and his methods of moral education have special relevance to residential treatment because they (1) provide a framework for understanding the moral decision-making process at various levels of development, and (2) encourage child care professionals of any theoretical or clinical persuasion to…

After describing the moral development "stage" theories of Piaget and, particularly, Kohlberg, the authors critique assertions that such stages are universal and sequential. Using findings from anthropology and other disciplines, they demonstrate that morality is culture-specific and that one person can simultaneously demonstrate…

While accepting that certain points made by Phillips and Nicolayev are accurate, the statement that Kohlberg's research program is degenerative is perhaps too extreme an interpretation. (JN)

Presents a synopsis of moral development stages and the rationale for considering the significance of moral stages in group member selection. Moral growth should be facilitated during the productive phase of group process in which members deal with their differences, rather than ignore them. (Author/BEF)

Builds theory and research propositions by presenting moral stage and family development frameworks as tools for exploring the individual-psychological facet of family dynamics; exploring the interface of the frameworks; and reviewing and proposing research utilizing concepts from both models. (Author/BEF)