The moral concepts entailed in Kohlberg's cognitive-developmental theory of moral judgment are examined and the underlying meta-ethical position is criticized. (Editor)

Four studies examined the cognitive bases of children's judgments of morality. Over 240 children from preschool to fourth grade were participants. Moral dilemmas consisting of information about a character's motives and the consequences of his actions were devised in such a way that the order, concreteness and imageability of information were…

Provides a detailed account and critique of all of Lawrence Kohlberg's writings dealing with the seventh stage of his moral development theory. Discusses the uniqueness of stage seven as compared to one through six. Concludes that stages one through six culminate in, but are not lessened by, stage seven. (Author/AEM)

Gilligan's work on sex differences in moral reasoning, perception of violence, resolution of sexual dilemmas, and abortion decisions poses a major challenge to Kohlberg's theory because of its feminist perspective of moral development. Gilligan suggests Kohlberg's demonstration of males and females attaining different levels of moral development…

Author describes his first encounters with psychologist Lawrence Kohlberg and explains how Kohlberg's approach has been blended with other approaches in the development of the author's work on the moral education of children. (Author)

Presents the transcript of a 1973 tape recorded interview with Mark May, who is best known for the studies on cheating he conducted with Hugh Hartshoren in the late 1920s and 1930s. The interview covers May's career and his thoughts about the studies he conducted. (JDH)

Offers a report on a January 1987 colloquium on moral cognition in Chinese culture. Calls for creative teamwork on longitudinal interviews to gain a more exact picture of moral development structures in non-western cultures such as Taiwan. (BSR)

Describes the process and results of two groups of undergraduates' attempt to formulate a new Decalogue. By comparison with the original, they preferred general positive formulations to specific, negative ones. Analysis of the results shows a lack of clearly religious (as opposed to moral) content and the absence of anything to do with sexual…

Explores the relationship between dispositions (i.e., continuities of inclinations and habits), episodic behavior, emotions, and desires; and the development of moral autonomy. Argues that autonomy requires a settled disposition toward the good. Contrasts theories of autonomy based on wants/desires and on ideals. (AYC)

Provides a critical analysis of "Theories of Moral Development" (Rich and DeVitis, 1985). Provides broad view of what different disciplines and a variety of social scientists have contributed to our conception of moral development. The reviewer concludes that the authors' attempt to translate moral development theories into educational practice…

Reviews of studies from 1963 to 1981 on the views of American and international children and teenagers about war and peace were examined for common findings. Kohlberg's Theory of Moral Development is discussed as a way of providing a common, systematic method for additional research. (Author/MT)

The author advocates an approach to ethics teaching that places critical reflection at the center of ethics inquiry. Three other approachs to ethics teaching (applied ethical theory, applied Kohlberg, and values clarification) are critiqued. Suggestions for curriculum design are offered. (MT)

Moral reasoning and cooperative skills of four groups of 56 educable mentally disabled Ss and 56 intellectually average counterparts of the same mental age were examined. Consistent with assumptions of cognitive-developmental theory, both types of Ss showed an increasing tendency to adopt higher levels of moral reasoning as a function of mental…