Much research in the field of moral behaviour is vitiated by the prevalence among researchers of a behaviouristic conception of motivation which ignores the importance of reasons in guiding behaviour. Its is argued that this neglect is dangerous and that researchers must take more account of them if their work is to have real relevance for moral…

The focus of attention of this paper is a widely held view that is put forward to clarify the philosophical question as to what indoctrination is and that the proposed clarification is inadequate and that it must be replaced by a more acceptable alternative. (Author/RK)

A group-administerable version of Kohlberg's Moral Judgment Interview (MJI) was psychometrically evaluated. Results showed that the Sociomoral Reflection Measure has acceptable concurrent validity with the MJI as well as high levels of construct validity and reliability. (Author/MP)

Explored understanding opposing views and realistic compromise for 12 political and legal situations in 72 adolescents, ages 14 to 19. Demonstrated progression in understanding of the issues. Generally, more significant changes occurred at ages 18 to 19, while responses of middle group (16 to 17) were closer to those of youngest age group (14 to…

The nature of moral problems as formulated by gifted adolescents was examined. Stories written by students in grades 9-12 were analyzed in terms of the age and sex of characters, social relationships between characters, issues in the moral problems, and solutions to the problems. (Author/AM)

Examines the development of moral judgment among college students of different religious affiliations. Findings support Kohlberg's theory of moral development. (CM)

Contrary to the claim of Lawrence Kohlberg that moral virtues are arbitrary standards of character, it is argued that the moral virtues and judgement are indispensible to one another and to the development of moral character. The case is made by a careful analysis of the concepts "habit and virtue." (Author/SJL)

Criticizes R. M. Hare's theory of moral thinking. Hare identifies two levels of moral thinking: critical and intuitive thinking. The author argues that Hare's theory suggests a double standard and makes moral conflicts appear trivial. (AM)

Responds to the previous article by rejecting arguments that the relevance, arbitrariness, or external origin of disciplinary policies have any significant impact on those policies' effectiveness in building student character or promoting self-disciplined learning. Proposes focusing instead on observable conduct and providing encouragement for…

Investigated the influence of intentions and consequences on the moral development of kindergarten, fourth-grade, and college students. Subjects (N=216) viewed videotapes of an actor intentionally or accidentally producing a positive or negative result. While children's moral evaluations were based primarily on objective consequences, adults'…

Sets forth a theory of social development (represented by Maslow), a theory of moral development (represented by Kohlberg), and then synthesizes these theories to develop a set of student needs and teaching techniques for each stage of social and moral development. (CT)

Suggests a way of using developmental psychologist Lawrence Kohlberg's theories of moral development in the social studies classroom. Information is presented on background of Kohlberg's theories, stages of moral development, teaching with student dilemmas, and pertinent examples of student dilemmas. (DB)

Sixty sixth graders were assessed for their level of moral development and rated by their teachers on classroom conduct. Children who employed lower stages of moral reasoning displayed more conduct problems and displayed more variability in their conduct ratings. (Author/BW)

The author seeks to define ways in which the study of literature may contribute to moral education in the public schools. He considers various theories of literature as to the role of morals in determining aesthetic value; definitions of the morally integrated person; and the question of religious literature. (Author/SJL)

Five assumptions embedded in the notion of principled morality are interpreted philosophically and psychologically, emphasizing the dynamic nature of principled moral judgment. The assumptions concern the purpose of morality, the place of reason, the autonomy of the moral agent, the autonomy of moral discourse, and principles in morality.…