Six stages of moral development are outlined and the moral development of 16 ex-offenders living in a halfway house is examined. Usable Defining Issues Test profiles obtained from eight subjects suggest that discussion involving moral dilemmas is a fruitful area for counselors to explore with ex-offenders. (NRB)

Draws parallels between MacIntyre's account, in "After Virtue," of contemporary moral theory and practice and the conduct of young adults in conflicts developed over the breaking of an agreement to cooperate. Implications of the similarities and differences are discussed. (Author/RH)

Since emotions play such an important role in moral education and moral activities, the author argues, it is important that emotions be studied in a scientifically legitimate manner. He concludes that commonsense categories and descriptions of emotion could legitimately be used in scientific inquiry. (MT)

Provides a rationale for high school writing assignments focusing on a wide range of personal, social, and moral issues related to responsible living. Offers a sequence of such assignments reflecting increasing complex writing and thinking skills for grades 7 to 12. (DMM)

Explains the rationale that there should be a kind of harmony between moral understanding or reasoning on the one hand, and the feeling dispositions on the other hand. Considers the views of Kant and Schopenhauer as they apply to the subject. (Author/RK)

Sixty children were exposed to moral arguments one or two stages above their dominant moral development stage as assessed on Kohlberg's scales. Results indicated overall change in moral concepts and attitudes, with role play procedures being no more effective than passive listening in producing change. (Author/SB)

This paper discusses a well-known problem of stage categorization within Kohlberg's theory of moral stages (L. Kohlberg, 1973), that of "Stage 4 1/2." Some subjects previously scored at stage 4 in Kohlberg's framework took on some characteristics of stage 2 reasoning, which suggested the possibility of regression. To reconcile this…

Describes the use of values clarification in teaching sixth graders health education. (BRB)

In a study of moral judgment, some children grasped the concept of behavioral intention but did not use it consistently (mediational deficiency); others had the concept but failed to use it at all (production deficiency); and still others did not have the concept (moral realism). Field dependence varied with moral stage. (Author/MJL)

Kohlberg's claim that moral development proceeds through an invariant sequence of stages was experimentally examined by attempting to induce regression and stage skipping in fifth- through seventh-grade children. Results supported Kohlberg's claim but also indicated that situations two stages above development were effective in inducing…

Defining moral imagining as the ability to universalize and to understand a situation from another person's perspective, the author discusses the conditions of learning to be imaginative, as well as the relations of moral imagining to sympathy, compassion, and concern. (Author/SJL)

Examines the justifications for paternalistic restrictions on children's rights. The reason given for restrictions is that children are more likely to harm themselves and cannot promote their own interests due to cognitive and moral deficiencies. The author shows that children are as competent as adults in making reasoned choices. (AM)

If education can be decentralized and parents and children given more choices in education, then efficient instruction and sound moral atmosphere can be restored to our public schools. (Author)

Young children's use of motives and outcomes as criteria for moral judgments was measured under three modes of story presentation and several different combinations of positive and negative motives and outcomes. Recall for the critical story information was also assessed. (Author/RH)