As role models, mentors serve as moral exemplars to their proteges. Yet, since the mentoring literature gives scant attention to the mentor's role in protege moral education, mentors are largely unwitting participants in this process. Grounded in research from moral psychology and philosophy, this article provides guidance to mentors who want to…

This paper defines the concept of the dialectic and places it within the context of a well-defined methodology, i.e. that of organicism, which contrasts markedly with the logical empiricism of much contemporary psychology. The paper then points out the relevance of a dialectical perspective for developmental psychology. (Author/CS)

This study investigated experimentally some of Piaget's hypotheses on the causes of moral judgemental change. The measure of moral judgement chosen was a child's standard of evaluating moral responsibility, on an objective (choice based on consequences) - subjective (choice based on intentions) dimension. Subjects were 72 first and second graders…

This study tested the hypothesis that objective and subjective responsibility responses in moral judgment may be formally equal forms of cognitive organization. Results showed that subjects acting as offenders gave subjective responsibility responses; the same subjects acting as offended gave objective responsibility responses. Thus, subjects'…

The development of moral judgment in 11-year-old girls is discussed in terms of the evaluation of role taking ability. (ST)

The hypothesized central role of cognitive development in resolving moral dilemmas was examined in sixth grade and college-age females. Results indicated that sophisticated cognitive operations are a prerequisite to advanced moral judgments. (ST)

Within the field of community services it is widely accepted that reflection is an important factor in personal and sociomoral development. The purpose of this research was to determine if a particular form of reflection-decision making with an emphasis on the ethical nature of community-has special value in achieving service-learning goals. (BF)

This literature review presents the essentials of the theory of Values Clarification and its fundamental terms, and makes a critical analysis of the Values Clarification Theory of Valuation. (Author/JLL)

Argues for a view of adolescence as deriving from the nature of the interaction of adolescent thought and action in a social setting. Suggests the necessity for rethinking current definitions of adult as well as adolescent development and calls for a change in ways both groups are educated. (RC)