This article was intended to show some of the links between Kohlberg's and McPhail's theories of moral education, one based his theories on the cognitive-developmental approach, the other on the social learning theory. As well, some comments on the Lifeline programme were offered. (Author/RK)

The concept of moral intentionality was analyzed and shown to be concerned with the more general ethical problem of responsibility. Levels of intentionality were specified and discussed. (CS)

This article describes the stages of moral development in children; stress is on the role of education. (BB)

The relationships between character assessment and moral assessment are discussed, showing that the one need not involve the other, and sources of confusion about this relationship are uncovered. (Editor/CB)

Offers a discussion of contemporary theories of moral development, discussing both cognitive and affective positions and proposing an alternative third position as a resolution of the first two. The proposed alternative is based upon the model of the subject within communicative relations, whose life involves constructing reality through social…

Ten delinquent boys in a home operated on a just community philosophy, which stresses moral discussion and participatory democracy in making and enforcing rules and in resolving interpersonal conflict, moved up an average of one-third of a stage in their reasoning on the Kohlberg moral judgment interview. (Author/RM)

The study of fourth graders employed a series of sorting tasks with 22 normal and 20 children with behavioral disorders (BD) to determine whether BD children discriminate among three classes (moral, conventional, and personal) of social actions viewed by normal children as distinct. (Author/SW)

Cultural pluralism and the ability of individuals to choose among and make changes in fundamental values are argued. (JMF)

Susceptibility to peer modeling influences as a function of birth order was studied by examining the data of 390 boys from kindergarten through third grade who previously had participated in moral transgression experiments. (MS)

This is a study of the ways in which the educational theories of Locke, Watts, and Burgh are influenced by their conceptions of reason, conduct, and revelation. (MM)

Examined the reasoning of 31 preschoolers when resolving moral dilemmas. Children's resolutions and justifications were examined with regard to their care orientation or justice orientation. Found that children's answers revealed a care orientation or a justice orientation with equal frequency. At times, children could even accept both…

Discusses the limitations of Campbell and Christopher's literature on moral development and altruism, claiming that the authors based some of their conclusions on questionable definitions, incorrect assumptions about others' assertions and beliefs, and reference to a limited portion of prosocial behavior. Suggests that Kantian presuppositions play…