Analysis of moral discussion between mother and son reveal significant differences between delinquent and nondelinquent families on a variety of interaction dimensions. The relationship of these dimensions to moral judgment and to delinquent behavior is explored. (Author)

Article presents a critical position on education as a necessity for life. (RK)

The basic objective of the current study was to investigate systematically the moral reasoning of adolescents and their mothers in delinquent and nondelinquent families using Kohlberg's structured moral dilemmas. (Author/RK)

Study hypothesized that lower class school children would be less cognitively complex and consequently show less advanced moral judgment than would middle class children. (Authors/CB)

A study of the sanctions which control moral conduct was carried out on a sample of 40 primary and secondary schoolchildren. A test of ten moral dilemmas was constructed and used. The most interesting finding was the importance of self-concept as a regulating factor in moral judgment. (Editor)

Considered the moral values held by primary children and how to educate within them. (RK)

Following discussion of the philosophical underpinnings for values objectivity and a review of tenents of Piaget's and Kohlberg's (cognitive/moral development) theories, offers a blueprint for establishing a comprehensive values education program needed in environmental education. (JN)

Discussed are early childhood development and education, and the health, physical education, and moral education of preschoolers in Russia. (RM)

This study investigated the joint impact of cognitive induction and type of model on adolescents' preferences for different stages of moral reasoning. A multiple-choice adaptation of the Kohlberg moral development interview was used at pretesting, at intervention/posttesting, and at delayed posttest. (Author/PN)

L. Kholberg's model of moral development and the social learning theory both provide methods of perceiving the relationship between cognitive and moral development, and both are useful in application to the intellectually gifted child. Educating gifted children toward high levels of moral behavior is a particularly important concern. (Author/SEW)

Gifted adolescents from grades 9-12 were asked to generate stories involving a moral problem and to provide a solution. Half of the moral problems written involved friendship or a love relationship; 92 percent of the students were able to give guidelines for solutions to their moral problems. (RM)

Describes a study which showed that adolescents who reasoned at Kohlberg's "principles" level of moral reasoning are more tolerant than those who reasoned predominantly at the "conventional" level. Subjects in the study were senior high students in Ireland. Information was gathered through questionnaires. (RM)

Australian secondary students were asked to list five crimes they had heard of, their source of information, and their views on appropriate punishment. A systematic relationship was found between these three elements. Justifications made for mitigating circumstances were analyzed for type of crime and by attribution theories. (Author/SJL)

Four types of values education approaches for use in teaching in high school biology classes are described. The approaches include moral development, values clarification, action learning, and analysis. Inculcation is mentioned but not discussed because the author feels that it does little to help develop values. (SA)

Presented is an outline containing a series of practical suggestions that will, hopefully, help concerned teachers develop role-playing and decision-making exercises leading to the growth of cognitive skills or a new commitment to Christian values and Christ's church. (Author/KC)