Responses to Fraenkel's 15 criticisms of the author's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Three circumstances are stated as reasons for the differences between the two men: (1) staying up-to-date with research and publications, (2) time consumed in refuting…

Restatement of the author's criticisms of Fenton's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Emphasis is made that (1) Fenton's definitive summations of Kohlberg's works should be more tentative and cautious, because (2) some parts of moral developmental research are…

Conceptions of morality and moral education are in need of reexamination in this time of global transformation. Historical views of morality and moral education are briefly presented, the commonalities and implications of these conceptualizations discussed and their influence on civilization briefly explored. The modern-day conceptions of morality…

This paper offers suggestions for structural changes needed in the classroom to develop the moral side of students' lives. Curriculum designs often do not translate into moral behavior. A more systemic and philosophically pedagogical interest in moral development must begin to pervade classrooms in order to make them places where student ethical…

For moral education to be effective, it must take into account the cultural, philosophical, and religious factors that influence moral development. The way growing children think and feel about right and wrong depends to a great extent on society's dominant culture, as expressed through mass communication media. These media promote values,…

This study explored the moral reasoning and scientific argumentation skills of 31 gifted Finnish adolescents participating in a science program at the University of Helsinki. Students were given the Defining Issues Test (DIT) to determine their level of moral reasoning and the Raven test to evaluate their scientific reasoning. The argumentation…

Lawrence Kohlberg believed children needed to be in an environment that allowed for open and public discussion of day-to-day conflicts and problems to develop their moral reasoning ability. This study examined moral discourse, reflection, and development in a school community with a process similar to that described by Kohlberg. Data were drawn…

The character traits children assimilate during their growing-up years will determine how they behave, how they see themselves, how they treat others, and the type of adults they will become. Children who develop character built on honesty, respect, diligence, and self control will be better able to handle the frustrations and disappointments of…

This book uses the analogy of three mountains on the horizon that must be traveled in order to explore ethics in relation to student affairs. It contends there are three major approaches to ethics that represent three major approaches to the moral life: (1) principles-based; (2) case-based; and (3) virtues-based. In order to facilitate a person's…

This study, which attempts to evaluate the assessment of various forms of social behavior by teachers and college students, is an extension of an earlier investigation (Stanton 1973). (Author)

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)