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Overton, Willis F. – New Directions for Child and Adolescent Development, 2000
Discusses the history of the dichotomy drawn between fact and value, tracing its development from modernity to postmodernity. Advocates a relational approach that permits diversity in the context of unity, in which the conditions "is" and "ought" are complimentary. (JPB)
Descriptors: Cognitive Development, Moral Development, Moral Values, Postmodernism
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Becker, Joe – New Directions for Child and Adolescent Development, 2000
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)
Descriptors: Cognitive Development, Concept Formation, Moral Development, Moral Values
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Lourenco, Orlando – New Directions for Child and Adolescent Development, 2000
Investigates the ways in which young adults make judgments about two contrasting kinds of rights: moral worthiness (the aretaic) and moral obligation (the deontic), reflecting on how thinking in these areas may be coordinated with responsibility judgments and behavior. Discusses what might be gained if the aretaic domain were taken into account in…
Descriptors: Cognitive Development, Moral Development, Moral Values, Responsibility
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Wainryb, Cecilia – New Directions for Child and Adolescent Development, 2000
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…
Descriptors: Beliefs, Cognitive Development, Individual Differences, Moral Development
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Laupa, Marta – New Directions for Child and Adolescent Development, 2000
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)
Descriptors: Cognitive Development, Concept Formation, Mathematical Concepts, Mathematical Logic