Criticizes Piaget's theory of moral development. The author argues that Piaget's equilibrium concept does not adequately account for moral development. Because no evidence supports the theoretical sequence of moral developmental stages, he concludes that Piaget's theory is not a useful foundation for the design of moral education curriculum. (AM)

Adult education should contribute to (1) the promotion of peace, international understanding, and cooperation; and (2) the development of a critical understanding of contemporary problems and the ability to take social action. Peace education is part of a lifelong process of moral growth. (SK)

Reviews a collection of essays and articles primarily by German psychologists on the subject of social cognition. Of particular interest is the introductory exposition of "Handlungstheorie" (action theory), an orientation stressing goal-directed action and its intended or unintended consequences as central categories of psychological…

The study, involving 115 educable mentally retarded (EMR) children (11 to 16 years old), was designed to analyze the kind of reasoning the children used in the A. Haines and M. Jackson study to motivate their resistance responses. (Author/SW)

Argues that Kohlberg's theory of moral development and his methods of moral education have special relevance to residential treatment because they (1) provide a framework for understanding the moral decision-making process at various levels of development, and (2) encourage child care professionals of any theoretical or clinical persuasion to…

After describing the moral development "stage" theories of Piaget and, particularly, Kohlberg, the authors critique assertions that such stages are universal and sequential. Using findings from anthropology and other disciplines, they demonstrate that morality is culture-specific and that one person can simultaneously demonstrate…

Suggestions for writing moral dilemmas for elementary school history students include presenting an analogy of the subject matter, having a central character, creating a clash of basic principles, and constructing a dilemma students can relate to in their own lives. A sample dilemma is provided. (KC)

"Values and Teaching", by Raths, Harmin, and Simon (1978) is examined in the context of Dewey's approach to moral education. While the books' authors claim that their approach is practical, the relationships among such concepts as "overdissenting", "aggresssive", "overconforming", and "submissive"…

Students demonstrating higher levels of moral judgment placed a significantly higher priority on values of equality and mature love than did students who had demonstrated lower levels of moral judgment. Significant sex differences were also found. (Author)

Criticizes the tendency in moral education to teach students that one moral opinion is just as valid as any other. The approach is a misleading way of expressing a correct philosophical conclusion about the heterogeneity of morals. The paradox is that the person who thinks all moral views to be morally equal would have no moral views. (Author/KC)

The author cites personality correlation studies which indicate a marked affinity between aesthetically inclined personality configurations and those which would characterize the morally mature (in Kohlberg's sense). He therefore suggests that learning activities in aesthetic sensitivity may prove fruitful in moral education, in complement to…

The author asserts that there is now no alternative to a radical approach to moral education based on individual responsibility and choice at the interpersonal level if we are not to surrender to political social engineering. He considers the form such moral education should take. (Author/SJL)

While accepting that certain points made by Phillips and Nicolayev are accurate, the statement that Kohlberg's research program is degenerative is perhaps too extreme an interpretation. (JN)

Provides a theoretical and philosophical model for values education based on the work of Martin Buber. Reviews six steps that intercede between the initial meeting of teacher and student and the latter's formation of his/her values construction. (LRA)

Application of Kohlberg's principles of moral development meets the needs of family life educators in presenting diverse, value-laden subject matters. Strategies for adapting these principles to marriage and family life courses are offered: a values clarification procedure and a presentational model aimed at enhancing assertive self-awareness.…