Attempts to describe and critique some of the work of psychologist Lawrence Kohlberg, to project its future impact, and to relate it to the author's own career. Focuses on the theme of dialectic, interactive growth in the author's relationship with Kohlberg, and as the phenomena of study in his own research. Lists future research needs. (Author/NB)

Author describes how psychologist Lawrence Kohlberg's work has been influential in a different line of research than Kohlberg's own, sharing observations of the impact of Kohlberg's work on the field of moral education and on the author's own work in the field. (Author/NB)

Author reflects on his association with psychologist Lawrence Kohlberg and his collaboration with Kohlberg in a project funded by the Danforth Foundation for research and development in moral education. (Author/NB)

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)

Examines contributions made by both Piaget and Kohlberg to understanding the process and pattern of moral development. Kohlberg's theory is based on Piaget's study of cognitive development that provided an understanding of the development process and the factors that cause the development of moral reasoning. Some implications for teachers are…

Administered a test of moral judgment to a group of 30 graduate students with no previous counseling experience who were enrolled in an introductory counseling course. Found high moral development group was superior to a low moral development group in the demonstration of empathy on a counseling tape. (Author/ABL)

Black and White college students (N=232) were given either the Defining Issues Test (DIT) or a revised DIT in which the protagonists were Black. Racial manipulation did not appear to affect the emotional distance of White subjects from the dilemmas; emotional responses of Black participants were more intense and stressful when the dilemma…

Author reflects upon her own professional development, how psychologist Lawrence Kohlberg influenced the formation of a new kind of educator, and how her current interest in the valuing process of college students and professionals has been shaped. (Author)

Articles explore value influences in psychotherapy, and discuss: background information, moral transformation in psychotherapy, initial commitment to treatment, and value-based therapy (TOTEL). This symposium was delivered at the 1977 Annual Meeting of the American Psychological Association, Division of Psychotherapy, in Orlando, Florida. (Author)

Examines two approaches to teaching moral decision making: values clarification and Kohlberg's cognitive-developmental approach. Suggests both rest on insufficient theory of choice. Greater dialogue is needed between those who develop theories of morality and choosing and those who develop techniques for preparing people to make sound moral…

The entire thrust of the Jewish Rabbinic Tradition is to accept the reality of development. Behavior reflects values, and values come from the study of the Torah. (Author)

In this article, the author distinguishes values from motives, then further separates instrumental values from intrinsic ones. He discusses how both are grounded and suggests how they can be identified by the counselor. (Author)

This article considers the shift in self-world perspective as it can affect the awareness of religious expectations and the consequent evaluation of religious mandates. Reflection upon psychological counseling is involved insofar as it amplifies certain trends in the individual based on theoretical assumptions. Impact upon sexual counseling is…

The author reports on a study that assesses a model curriculum designed to promote psychological growth in women. (RP)

Explored differences in moral development and attitudes toward nontoleration clause of Honor Code of U.S. Air Force Academy between cadets who were convicted honor violators (n=24) and control group of nonviolators (n=162). Found that, as cadet moral development increased from year to year, acceptance and internalization of principle of…