The work of developmental psychologists, Kohlberg and Piaget, is used to summarize characteristics of moral thinking at the elementary levels in order to help teachers encourage their students to the next higher level. (JH)

The author places his current theories on cognitive moral development in historical perspective. (DE)

An outline of Lawrence Kohlberg's theory of cognitive moral development prefaces an application of the teaching plan developed by the Social Studies Curriculum Center at Carnegie-Mellon University for leading discussions of moral dilemmas. (JH)

Kohlberg's moral development theories and research are criticized. (DE)

Suggestions for the effective use of current events in moral education build on Piaget and Kohlberg and include procedures to follow and specific aids for clarifying discussion. (JH)

This article presents 11 generalizations which summarize Lawrence Kohlberg's research into cognitive moral development. (DE)

Presents a moral development approach to achieving sex equity. Uses discussion of carefully developed Kohlberg-type moral dilemmas relating to sex equity to elicit moral judgments from children at a number of developmental stages. States that schools can help promote equity through the implementation of carefully designed moral education programs.…

Characterizes American folk wisdom about the teaching of moral behavior. Compares the moral education offered in the Soviet Union, Japan, and India. Reviews Lawrence Kohlberg's theory of moral development and concludes with speculations on the moral development role of religion, autonomy, and the environment. (JDH)

Compares Kohlberg's and Dewey's views on moral education with regard to implications for elementary social studies classes, moral instruction of children, curriculum development, and community life of the school. Concludes that Dewey's approach to moral education is more comprehensive than Kohlberg's. (Author/DB)

Strategies for conducting moral discussions in the classroom are provided. (DE)

This bibliography is divided into ten sections including the following: the place of moral development in education, collections of articles, psychological principles, philosophical principles, moral thought and action, accounts of interventions, accounts of just communities, critiques, sources for moral dilemmas, and leading moral discussions.…

The structure and operations of a school based on Kohlberg's concept of just community are described. This approach integrates social studies and English curricula with a program of moral discussions and a governance structure based on a participatory democracy. (Author/DE)

Teaching strategies to help elementary social studies teachers teach distributive justice--i.e., fair sharing of available resources--are provided. Also described are the approximate age levels and the different levels of reasoning associated with distributive justice. (RM)

Responses to Fraenkel's 15 criticisms of the author's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Three circumstances are stated as reasons for the differences between the two men: (1) staying up-to-date with research and publications, (2) time consumed in refuting…

Restatement of the author's criticisms of Fenton's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Emphasis is made that (1) Fenton's definitive summations of Kohlberg's works should be more tentative and cautious, because (2) some parts of moral developmental research are…