An assumption that immigrant and American-born adolescents experience similar, normal psychological development processes was examined through a two-part research study that: (1) gathered normative data on ego development, identity and moral reasoning; and (2) field-tested an experimental curriculum intended to stimulate development in these…

Explores the history and impact of Dewey's progressive education theories as applied to moral education and individualized instruction. The author argues that current educational practices distort the philosopher's original intentions of improving intelligence and moral conduct in order to justify tracking and increased competition for scarce…

Compares Kohlberg's and Dewey's views on moral education with regard to implications for elementary social studies classes, moral instruction of children, curriculum development, and community life of the school. Concludes that Dewey's approach to moral education is more comprehensive than Kohlberg's. (Author/DB)

Outlines methods of teaching moral issues to undergraduate students using works of Lawrence Kohlberg, William Perry, Jr., Erik Erikson, and Elisabeth Kubler-Ross in conjunction with literary tests. Encourages comparative and illustrative studies of literature and film. Suggests student participation in cognitive and moral decision making of…

The author describes the vandalism and theft curtailment program developed at Memorial High School in Madison, Wisconsin. The three-phase program, which includes monitoring, management, structural prevention, and long-range attitude development, was designed to respond to students at various stages of Kohlberg's moral reasoning continuum.…

Two studies investigated the hypothesis that there is a positive relationship between self-concept and moral judgment in young children. Subjects were four- to eleven-year-old children. (CM)

In this review, little support is found for Piaget's claim that with increasing peer group interaction adult authority becomes less legitimate to the child. It is suggested that the adult exerts increasing influence with age on children's moral judgment and, therefore, emphasis on peer-centered moral education may be misdirected. (Author/SJL)

After giving a brief description of Kohlberg's theoretical position and his recommendations regarding the promotion of higher level judgments in the schools, the article details the difficulties with the implementation of Kohlberg's moral decision curriculum and notes that the unfeasibility is borne out by empirical findings. (SB)

The counselor must be aware of the stated internalization of values in relation to demonstrable value-related behavior during the group process. Views the congruence between values publicly affirmed and actual behavior as vital. The model provides a framework for aiding clients in exploration, confrontation, and clarification. (Author)

Addresses whether value change over the life course is a result of period shifts or individual maturation and differences in values among age strata are a function of cohort experience or individual maturation. Shows that on only one of the four dependent measures was aging directly implicated. (Author)

A society can educate all its members to be more creative than Aristotle's "ideal choosing agent" if it can encourage them to conform to certain standards while at the same time educating them to express individual proclivities. (JD)

Suggests ways teachers can use literature with moral themes and reviews the findings of research dealing with moral judgment and development. (DD)

Both cognitive and affective goals may be achieved through choice of instructional strategies in any particular subject area. Appropriate instructional strategies include socratic peer discussion of dilemmas, values clarification techniques, role playing, simulation and games, creative dramatics, and various classroom investigation techniques (the…

Investigates the hypothesis that those individuals who have not reached their full potential in moral reasoning given the limits set by their stage of Piagetian development would advance significantly more than those who have reached their potential in response to a moral education program. (Author/SS)

Support claims that the "Defining Issues Test" of cognitive-moral development cannot be faked higher. Finds that instruction about cognitive-moral development affected the scores of the teacher trainees who were tested. (RL)