This paper explores the issue of sex bias in a contemporary major theory of moral development, cognitive moral theory. It explains critical reactions by Carol Gilligan and others questioning whether cognitive moral theory adequately accounts for female moral reasoning and behavior in its theory and research procedures. Several general…

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)

As a background to the present research, preliminary discussion is focused on Piaget's formulation of moral development in the child and recent investigations based on that formulation. The objective of this research was to assess the interrelationships between level of moral judgment maturity and several other sectors of development. A moral…

Defends domain theory approach to children's moral development based on limitations of Piaget's original theory. Argues that Fowler's characterization of domain theory research omits important features and studies. Maintains that distinctions between morality and convention cannot be reduced to differences in perceptible harm and punishment; it is…

Offers a critical analysis of Kohlberg's moral development theory. Claims that the theory misses a level of operative structures and needs to have its stage descriptions revised. Concludes by considering instructional implications. (Author/JDH)

Instead of confirming John Dewey's ideas, Lawrence Kohlberg's writings on moral-cognitive development conflict with some of Dewey's principal concepts about moral development. Dewey's views of psychological growth, or development, and attainment of the good are contrasted with Kohlberg's findings. (PP)

The cultural universal hypothesis of cognitive development theory, as developed by Piaget and elaborated by Kohlberg, assumes that all individuals, regardless of culture, progress through the same series of six invariant stages in the development of moral judgment. The stages of moral development are transformations in the form of structure of…

Domain theorists' findings in Piaget's work in children's moral development do not contradict Piaget because they are predicted by objective responsibility; research has not established that children distinguish between moral and conventional events. Claims that Piaget underestimated early morality are based on research that neglects children's…

The introductory chapter clarifies key terms and lays the background for different theories of moral development. Chapter 2 surveys competing models from various schools of thought on the initial origins of morality in childhood. The works discussed include those of Freud, Jung and Piaget. Chapter 3 includes: Erik H. Erikson's sociocultural…

Reports on experiments that examined the extent to which children's moral orientation is affected by the gender of characters experiencing a dilemma in children's literature. Children often responded to the character's dilemma by expressing a concern for others (care orientation) or focusing on issues of rights and justice (rights orientation).…

Recommends the application of cognitive-developmental theory with young offenders. The theory claims that moral reasoning can be developed through discussion with others. Summarizes a study where 40 young offenders participated in moral-dilemma discussions with another subject that differed in level of moral reasoning and peer status. (MJP)

The impact of higher education on the cognitive and social development of students was studied in three experiments. A longitudinal comparison of moral reasoning development in the four years after high school among those who did and did not attend college was undertaken. Instruments used were the Reflective Judgment Questionnaire, the Concept…

This work explores the grand themes and practices in the history of moral education from the earliest days of Colonial America. Chapter 1, "Moral Education in Early America," traces the nature and scope of moral education practiced by early European settlers. Chapter 2, "The Nineteenth-Century Revolution in Moral Education,"…