The interdisciplinary relevance of moral philosophy and developmental moral psychology to a paramount task of legal education--developing in students the capacity and readiness for ethical reasoning--is explored. The aim is to shape professional education so that professionalism is a fulfillment, not a denial, of students' moral nature. (MSE)

The author describes the Allen School of Northborough, Massachusetts, which emphasized the "innate goodness" of children's natures and stressed practice and experience in education. She contrasts the Allens' educational philosophy with that of Bronson Alcott. (Author/SK)

Piaget's test for moral judgment is more influenced by the personal relationship to others than is Kohlberg's. Kohlberg's test seems to a larger extent to measure the subjects' norms and emotional reactions connected to internalization of norms. Moral behavior is more closely related to Kohlberg's measure. (Author/CM)

Discusses the feasibility of Kohlberg's "just community" concept for preschool children. Kohlberg showed that elementary and secondary school students could operate in participatory democracies. Despite lower levels of cognitive development, Montessori preschool children demonstrated their ability to participate within a simplified…

This paper argues that the moral education approach to social studies is unsound both in its conception of learning and teaching and in its conception of politics. (Author/SJL)

The author argues that ambiguity in language plays an important part in moral growth and that ambiguity constitutes a rich strand in English culture. Through criticism of some moral education materials, he asserts that the context, rather than the language, of social interaction is often the key to interpreting communication. (Author/SJL)

This study investigated the responses to Bronfenbrenner's and Kohlberg's moral dilemmas of 90 Hausa Muslim day and boarding students. Subjects tended to resolve Bronfenbrenner's dilemmas in an adult-approved direction. Day students showed more advanced moral reasoning than boarding students, but sex and socioeconomic differences were not apparent.…

Norman Williams' moral development theory was tested with students, ages 7, l0, l2, and l5, in Durham, England. Tentative support resulted for his classification scheme and conclusion that moral development is cumulative in nature and that it occurs within four parallel modes: expedient, altruistic, intuitive, and heteronomous. (SJL)

Examines Kohlberg's proposition that both cognitive and perspective-taking development are necessary but not sufficient conditions for moral development by attempting to stimulate moral development. Results are interpreted as confirming Kohlberg's proposition. (RMH)

New approaches to investigate the contribution of extracurricular collegiate life to the moral development of students are described. Living environment is found to have the most impact, according to student perceptions. (MSE)

The relationship is investigated between teacher attitudes, role specific self-concept, and moral judgment in beginning teacher candidates; the differences in the above areas between elementary and secondary candidates; and differences between rankings of ideal teacher role descriptors by those who showed different levels of principled thinking.…

Different theories of moral development are explored, along with the role this development plays in the selection of teaching materials and activities for the English class. (HTH)

This article describes a discipline program for urban elementary school students. The program is based on several theories of moral development and it emphasizes the importance of the social context of the school environment. (Author/EB)

Eighty-three children from grades 2 through 5 were administered measures of social egocentrism and moral judgment. Methodological improvements in the moral judgment measure were introduced. (Author/MP)

Focuses on the relationship between environmental opportunities for social interaction, experienced internal conflict, and upward stage change in moral reasoning. Also examines the extent to which the dilemmas which constitute Form A and Form B of Kohlberg's Moral Dilemmas produce comparable stage scores. (Author/MP)