Investigated the relationships among gender, age, and self-image of adolescents attending three secondary schools in Jamaica. Results revealed statistically significant effects for both gender and age. Gender significantly influenced morals, while age differences affected six other dimensions. Some results contradicted past research. (RJM)

Observations and interviews of 20 middle-class preschoolers and their mothers were conducted to examine the emergence of the personal domain. Found that preschoolers make a conceptual distinction between personal and moral or conventional issues, and that mothers were more likely to negotiate with children over personal than social events. (MDM)

Contends that for 30 years the study of moral development has been prominent in psychology and education. Argues that there are two major cognitive components underlying moral action: (1) the interpretation of moral situations; and (2) the resolution of moral conflicts. Discusses this viewpoint in relation to moral orientation and moral character.…

Investigated effects of characteristics of service-learning experiences on development of undergraduates. Participants (n=48) in service-learning courses and control students (n=48) wrote pre- and postresponses to social problems. Service-learning students made significant gains on certain cognitive dimensions and had significant increases in…

Proposes a cognitive mechanism that makes forgiveness possible. Revises Piaget's theory that ideal reciprocity is the underlying cognitive operation that makes understanding and appreciation of forgiveness possible. Draws on modern philosophical inquiry, empirical study, and theory to argue instead that abstract identity provides--philosophically…

Reports on a study of 20 male and 20 female adults who responded to 2 forms of Kohlberg's tests. Concludes that the results are partially consistent with the possibility that Kohlberg's tests and scoring system are partially biased against females. (CFR)

General issues raised by Gersten in his commentary on DeVries' article are discussed. These include the role of error, academic content, and direct instruction in constructivist education. His criticisms of sociomoral research by DeVries and others are emphatically refuted. (LB)

Examined prosocial moral reasoning in children during an 11-year period. Found that (1) hedonistically oriented reasoning declined until adolescence; (2) reasoning based on others' needs increased until early adolescence and then declined; and (3) girls' overall reasoning was higher than boys'. Found some association of prosocial reasoning with…

Presents results of a study designed to promote social justice by teaching English primary school children about social discrimination. Confirms evidence that children aged 7 to 11 can recognize unfair discrimination against oppressed groups. Suggests children will recognize discrimination even without reference to oppressed groups. (DK)

Three principles of work distribution were considered: (1) direct cause; (2) self-regulation; and (3) continuing responsibility. Children of 8, 11, and 14 years of age performed a job sorting task and commented on the fairness of work arrangements in vignettes. Results showed a differential development for the three principles rather than a…

Discusses the relationship between Lawrence Kohlberg's cognitive-stage theory as a further development of Piaget's moral theory. Argues Kohlberg describes moral thought and not the formation of the independent moral function. Finds Kohlberg's major interest is in the characteristics of stages of individual moral reasoning and the principle of…

Presents recent research in developmental psychology that supports conclusion that understanding of dynamics of self-development within social context of group is necessary to curriculum development in ethics education. Suggests that group work is central to successful implementation of any ethics education program and that group discussion of…

Contends that there is a growing trend in moral philosophy to return to the use of examples from everyday life to analyze moral virtue and character traits. Recommends the use of vignettes from well-known literature and actual contemporary events to illustrate moral dilemmas and ethical choices. (CFR)

Domain theorists' findings in Piaget's work in children's moral development do not contradict Piaget because they are predicted by objective responsibility; research has not established that children distinguish between moral and conventional events. Claims that Piaget underestimated early morality are based on research that neglects children's…

Traces the rationale for the development of unique talents to William James (1902) and suggests a relationship between this process and the maturity of one's ethos. Curricular opportunities to stimulate gifted students to use their creativity productively to make their world a better place are discussed. (Author/CR)