Effects of observing differentially generous models, instructional constraint, and age on private and public charitability were assessed with 192 fourth and fifth grade girls, who engaged in a concept formation task which provided them with money. Implications for social learning theory and for moral development are discussed. (Author/CS)

Education is not a respected profession because educational practice is not based on a solid body of scientific research and theory. Education is at a prescientific or early scientific stage of development. Attempts by educators to base their practice on behavioral science fail because behaviorism encompasses only a narrow segment of human…

Q-sort methodolgy was used to examine the ethical and moral set of 61 professional journalists. The journalists completed a three-part instrument measuring their responses to ethical situations faced by newspeople, their underlying orientations, and their belief systems. Responses to the first part of the instrument yielded three profiles: Type A,…

The purpose of this study was to examine the extent to which children's moral judgment of aggressive acts varies by grade level, sex, race, and two dimentions of situational context -- namely, the type of aggression and the presence and type of mitigation. Subjects were 24 first grade and 24 sixth grade students. Within each grade level there were…

In this paper a recent critique of Kohlberg's cognitive-developmental approach to morality by Krutines and Greif is examined in detail. The critique is found to contribute some useful indications of needed study. However, a careful analysis of the literature on moral development shows the criticisms to be largely unfounded, in several cases…

A group of 45 undergraduates discussed a moral issue with a confederate who had the same opinion (no-controversy) or opposite opinion (controversy). Subjects in the controversy conditions were induced to have a high level of defensiveness by a disconfirmation of personal competence or a low level of defensiveness by a confirmation. Subjects in…

Findings of this 20-year longitudinal study support Kohlberg's theoretical predictions of invariant structural consistency of subjects' responses to hypothetical moral dilemmas. Subjects were 58 American males chosen in 1955 according to age, social class and sociometric status. They were 10, 13, or 16 years of age at Time 1. Half of each age…

This study investigated children's conceptions of death from a developmental perspective. Subjects were 170 children from grades K-4. Children were tested for conservation and interviewed, following story presentations about an elderly woman's death, to assess their understanding of three concepts concerning death: irrevocability, cessation of…

Discusses moral development in elementary school children and offers some suggestions for helping children reach mature morality conceptions. (ED)

A nonindoctrinating, sound theoretical and practical base upon which to develop the teaching of moral education relies on several principles: discussion of moral conflict situations; knowledge of the student's stage of moral development; guidance of developmental matches; encouragement of role taking; and focus on rational thinking. (JMF)

It was hypothesized that attitude toward discipline is related to preference for principled reasoning in moral dilemmas. Results showed principled moral judgement was associated with humanistic-democratic ideology. Conventional moral judgement was associated with a custodial-authoritarian view of discipline. The relationship between teachers'…

Two experiments were conducted to assess the ability of preservice teachers to score moral thought statements using Kohlberg's theory of moral development. Results indicate that teachers, in general, are not able to rate the statements with consistency. (JKS)

In this article, the author distinguishes values from motives, then further separates instrumental values from intrinsic ones. He discusses how both are grounded and suggests how they can be identified by the counselor. (Author)

In aesthetic experience, we anticipate the freedom and responsibility needed for the creation of a differentiated but integrated society. The author argues that, because art can educate us in moral deliberation, it possesses instrumental moral value. (Author/RK)

This study investigated the differences in self-understanding, measured in a mock job interview, between 13 students who participated in values clarification exercises and 15 students who did not. Immediate results indicated that participants evidenced better self-understanding than nonparticipants. Six months later, responding subjects reported…