Offers a set of principles that should govern the composition of secondary school social studies curriculum as related to the developing and changing forms of cognition in secondary students. Discusses the "romantic" and "philosophic" stages of the secondary student's development and outlines curriculum implications for each stage. (KC)

Investigates a proposed four-stage developmental sequence that describes how children explain changes in sad and angry feelings and how their ability to understand is related to their theories of how feelings change. (HOD)

Reviews a study's findings on children's (N=267) knowledge, attitudes, and behaviors toward animals and natural habitats. Research results indicate that existence of three stages in the development of children's perceptions of animals. Major differences in age, sex, ethnicity and urban/rural residence were also noted. (ML)

The strengths and limitations of a developmental approach to the study of teacher change are described. The developmental approach is characterized by: (1) a focus on an end state (maturity); (2) the assumption that all individuals go through the same sequence of changes leading to that end state; and (3) the assumption that these changes are…

Argues for expanding the present discourse on developmental appropriateness on the grounds that this discourse assumes consensus about child development; is premised on a suspect notion of broad, universal stages; and ignores alternative perspectives on learning and development and the relationship between the two. (LB)

Two studies explored children's understanding of how the presence of conflicting mental states in a single mind can lead people to act so as to subvert their own desires. Study 1 analyzed explanations by children (4-7 years) and adults of behaviors arising from this sort of "Ulysses conflict" and compared them with their understanding of…

The validity of Lawrence Kohlberg's empirical findings and of his cognitive developmental approach to understanding moral development is questioned. An alternative theory of moral development which emphasizes moral sensibility as well as reasoned moral judgment is proposed. (PP)

A framework for examining racism in higher education is outlined. It distinguishes several stages of racist attitude: affective-impulsive, dualistic rational, libertarian, principled, and principled-activist. These stages of cognitive development are suggested as a model for planning intervention strategies. Some specific strategies are described.…