The juridical climate now supports the position that all students are entitled to public schooling. Public schools have a responsibility not only to educate or train the retarded to achieve their potentialities, but to increase those potentialities, i.e., raise their intelligence levels. (Author/BJG)

Discusses how one's conception of intelligence and its development profoundly affects the formulation of educational objectives. A mechanistic conception of intelligence leads to the definition of objectives as a collection of fragmented "cognitive skills", while a Piagetian conception attempts to develop children's intelligence as an…

The purpose of this study was to discover if there was a relationship in decisions made between adults and 11-year old students assumed to be at different levels of the formal operations stage in their responses to a situation calling for a moral judgment. (Author)

Forty-eight kindergarten children were divided into four groups on the basis of their status (preoperational vs. transitional) and whether or not they received inversion-negation training. Results indicated no differences due to status, but differences due to training. Results do not confirm the contention that acceleration can only occur during…

Explains the Kohlberg moral stages in moral development, discusses the aims of moral and civic education, then describes the continuing experimental work at the Harvard Center for Moral Education. (Author/DW)

Paper presented at Annual Convention of National Council of Teachers of English (Milwaukee, Wis., November 28-30, 1968).

Research supported by a U.S. Public Health Service fellowship grant and by grant No. 01368-04 from the National Institute of Child Health and Human Development.

From Educational Leadership Research Supplement, volume 2, number 4, March 1969. Investigation supported by U.S. Public Health Service Grants, 5-R11 MH 01096 and 7-R11 MH 02045.

Research supported in part by grants from the Ford Foundation and the National Institutes of Health (MH-08542).