This article reasserts the centrality of reasoning as the focus for moral education. Attention to moral cognition must be extended to incorporate sociogenetic processes in moral growth. Moral education is not simply growth within the moral domain, but addresses capacities of students to engage in cross-domain coordination. Development beyond…

Care ethics, and moral sentimentalism more generally, have not developed a picture of moral education that is comparable in scope or depth to the rationalist/Kantian/Rawlsian account of moral education that has been offered by Lawrence Kohlberg. But it is possible to do so if one borrows from the work of Martin Hoffman and makes systematic use of…

In spite of numerous HIV/AIDS-prevention education efforts, the HIV infection rates in sub-Saharan Africa remain high. Exploring and understanding the reasons behind these infection rates is imperative in a bid to offer life skills and moral education that address the root causes of the pandemic. In a recent study concerning effective…

R.S. Peters coined the term "paradox of moral education". In this article, the author identifies two subordinate paradoxes: how habituated reason is psychologically possible and how heteronomously formed autonomy is morally/politically possible and justifiable. He sketches possible Aristotelian solutions of those paradoxes and argues that for…

This article discusses the possibilities of moral education through physical education. A brief overview of several moral education programs is presented with an emphasis on Kohlberg's cognitive development approach. An appeal is made to physical educators for greater concern and involvement towards this goal. (Author/DF)

Provides a critical appraisal of two significant contributions of the Minnesota approach to moral development. Describes one contribution as the componential model that describes the four psychological components underlying moral behavior. Identifies the second contribution as the conceptual and methodological reformulations known as the…

Discusses the religious political right's views and their implications for education. Describes the cognitive and moral development of children, and the context best suited for ethical instruction. (DB)

Argues the main deficiency of the Lawrence Kohlberg theory is that it has never lived up to the claim of being a structural developmental theory. Explains that the theory has never shown specific problems at each stage. Ends with a discussion of a new stairway for Kohlbergian theory. (CAJ)

This paper identifies moral judgment as a needed aim in higher education and teacher education, suggesting that moral issues are a central part of the content of various disciplines in higher education and noting that there are calls to integrate ethics across the curriculum. A cognitive-developmental theory that includes new social role-taking…

Described is a curriculum development effort in U.S. history--the "Reasoning with Democratic Values" series--aimed at stimulating higher-order thinking. Features of cognitive developmental psychology and of the new social studies materials are used in the lessons that ask students to examine and discuss ethical controversies. (RM)

Explores the question: Is there development in morality, in terms of improvement from one age level to the next, or is there simply change? Argues that the best way to approach moral education is to assume moral equality among children, adolescents, and adults and to strive for the improvement of society in general. (GG)

Recommends the application of cognitive-developmental theory with young offenders. The theory claims that moral reasoning can be developed through discussion with others. Summarizes a study where 40 young offenders participated in moral-dilemma discussions with another subject that differed in level of moral reasoning and peer status. (MJP)

A series of articles and essay reviews are represented on issues of concern in humanities education. First, Benjamin DeMott's "A Moral Argument for the Humanities" asserts that humanities instruction should stress certain moral questions, such as the connection of moral life with civilization, individual responsibility, and institutions.…

These proceedings contain 31 presentations from a conference on the role and practice of education in prisons. The three papers in part 1, Setting the Stage, examine the roles of education and prisons in society from historical and philosophical viewpoints. Panel presentations in part 2, Developing an Educational Model, offer three perspectives on…