Examines the distinctions and interrelations between necessary and contingent knowledge and relates these concepts to the distinction between scientific and empirical validity. Considers how these distinctions can be applied to an understanding of morality, arguing for a relational rather than absolutist approach to questions of necessity. (JPB)

Explores parallels in children's moral and mathematical judgments. Considers how children coordinate these judgments with concepts of authority, particularly when using conventionally determined symbol systems to convey logical and social meanings. (JPB)