Notes that moral decisions include both moral concepts and factual beliefs. Considers possible sources of variation in factual beliefs and presents research into children's and adults' thinking about practices based on factual beliefs different from their own. Discusses how individuals take these differences into account when judging the seemingly…

This paper explores Max Weber's study of the origins of the secularization of the Puritan work ethic and examines the hybridized category of secular science expert. The hybrid construct provides an opening for the critical analysis of the concrete activity of development from two perspectives, the structural and the individual. The individual…

This literature review examines the potential of selective recall for assessing level of moral reasoning. Rest's Defining Issues Test was administered to five individuals to test the applicability of certain principles of selective recall in assessing moral reasoning. (IAH)

The literature on the use of moral discussion groups to promote moral development in young people with behavior disorders is reviewed, and the use of the intervention is analyzed. Limitations and recommendations for applying the approach are discussed. (MSE)

Makes a case for rereading the fact-value dichotomy that currently divides the contemporaneous literatures dealing with children's moral reasoning development and their evolving theories of mind. Presents findings from two research programs, in which children's beliefs about truth and rightness are combined, to illustrate the natural…

This paper explores the issue of sex bias in a contemporary major theory of moral development, cognitive moral theory. It explains critical reactions by Carol Gilligan and others questioning whether cognitive moral theory adequately accounts for female moral reasoning and behavior in its theory and research procedures. Several general…

Moral judgments are an important aspect of social reasoning, not arbitrary products of social formations. Maintains that Gabennesch relegates moral concepts to reification, failing to account for the distinctions between conventionality and moral concepts. (BC)

Maintains that although Kohlberg emphasized the importance of perspective taking in moral reasoning, his view of developmental stages is inconsistent with this position. Argues that a modification of Kohlberg's conception of stages drawing on Piagetian theory would result in a view of moral reasoning as a process of coordinating all perspectives…

Comments on revision of Piagetian theory of reciprocity in forgiveness by Enright (PS 522 365) in this issue. Reviews relationship of Enright theory to previous research. Suggests that forgiveness may require moral insights in addition to reciprocity, but reciprocity appears central to children's and adults' understanding of forgiveness. Provides…

Societal conditions deemed hypothetically essential to uplifting civic morality are discussed as well as the establishment of the conditions necessary for the proper moral development of the young. (JM)

Proposes a cognitive mechanism that makes forgiveness possible. Revises Piaget's theory that ideal reciprocity is the underlying cognitive operation that makes understanding and appreciation of forgiveness possible. Draws on modern philosophical inquiry, empirical study, and theory to argue instead that abstract identity provides--philosophically…

This booklet explores the question of what the role and task of schools should be in facing the changes underway in educational systems throughout Europe. The school's tasks always been that of teaching, educating and preparing children for life in society. Ethical and moral standards has been seen as part of that task. This area is also very…

Discusses Gilligan's explanation of the distinction between justice and care. Describes how she contrasts the two notions and explores the possibility of encompassing care within Piagetian developmental theory. Reviews Gilligan's position on justice and care as different forms of moral judgment. Examines different interpretations of universality…

Issues of morality and children are examined. Information on moral judgment research with children is discussed with implications for educational interventions. Research suggesting that characteristics of moral dilemmas and solutions are related to sex and grade is presented. Areas to be pursued in research and practical application are…

The relationship between moral thinking at the level of specific rules and precepts and at the abstract, universal level is discussed, and it is argued that the first-level virtues are as necessary as those based on abstraction. The demands of education for moral life in a pluralistic society are considered. (PP)