The theoretical relations between regression and progression in developmental stage theories are discussed. A detailed analysis of stage transition in adolescent moral judgments is presented. (ST)

A conflict procedure in which reliance on adult values was opposed to reliance on damage as a measure of blame was found to facilitate second-grade children's use of intention in making moral judgments of story pairs. (ST)

Fourth and fifth grade girls observed a reward, punishment, or neutral outcome to a game played by a person who chose to or was forced to play. Children, who observed the punished model, appreciated her lack of deservingness. Results were interpreted in terms of the just-world hypothesis. (ST)

Author takes the contention that the method by which Wilson (Introduction to moral education, 1967, pp76-7) seeks to give philosophical justification to his moral criteria, central to his position, is basically unsound, since it rests upon an illegitimate conflation of two or more conflicting systems of ethics. (Author/RK)

It is concluded that while models can serve as agents of inhibition, their inhibitory effect is less pronounced than their disinhibitory effect. (Author)

Article presented some observations on moral education and autonomy with reference to the Schools Council Moral Education Project 'Lifeline'. (Editor/RK)

Investigates the relationships among the first three stages of cognitive, role-taking, and moral development in both transitional and nontransitional subjects ages 5 to 14 years in order to determine whether the pattern of associations conformed more adequately to the "functional unity" model or to the "necessary but not…

Unless conjoined with certain desires, reason cannot move an agent to act. The article shows the conditions under which reasons for deciding on an action become reasons for action, explains the necessity of desire for possessing reasons, and explains a schema to analyze certain character traits pertinent to moral education. (SB)

Correctional educators must equip students to handle situations more acceptably by raising their moral levels as well as their cognitive levels. Use of Lawrence Kohlberg's theory of cognitive-moral development focuses on moral issues rather than moral values. (JOW)

Argues that teachers of literature should bring into the open for careful scrutiny the implied moral attitudes and social values in the literature they present. (HOD)

Argues that Shweder (1982) fails to see that in the theory of the moral subject of cooperative relations persons communicate in order to co-construct knowledge and to maintain and promote mutual respect. (Author/MP)

Examines the issue of whether children's perceptions of maternal socialization behaviors are characterized by a preference for permissive mothers or for mothers who intervene to stop misbehavior. It is suggested that the majority of children studied (ages 4 to 8.5 years) preferred the interventionist mother. (MP)

Contends that values clarification is an inadequate mode of moral education. Presents values clarificationists' explanations of the approach; analyzes the asssumptions and implications of the values clarification program; and demonstrates the limitations of the approach for developing virtuous character. (WL)

Addresses several issues regarding the impact of models on the child's morality among 72 five- to seven-year-old boys. Moral behavior was recorded, moral judgment was assessed and responses to a hypothesized moral dilemma were obtained. Among the results, the child's moral responses depended, in part, on the level of justification used by the…