Conceptual and empirical evidence generally tends to support the assumption that self-actualization is related to moral maturity, in particular to transitional or post-conventional moral reasoning. Because the evidence is largely correlational, the precise nature of the relationship has yet to be clearly determined. (RM)

Author argues the case for the continuance of compulsory religious education. (Editor/RK)

The project of which this paper is a part consists of three steps. The first step (an American Educational Research Association (AERA) Conference 2000 paper subtitled "Clearing the Terrain") provided a critical overview of current debates on moral development and education, focusing on the relationship between empirical and theoretical…

This qualitative study investigated perceptions of 14 contemporary moral leaders regarding primary influences on their moral development. Findings indicated a number of important factors influenced the participants' moral development, including parents, spirituality, education/mentors/friends, and peak experiences. This study has implications for…

The theoretical relations between regression and progression in developmental stage theories are discussed. A detailed analysis of stage transition in adolescent moral judgments is presented. (ST)

A conflict procedure in which reliance on adult values was opposed to reliance on damage as a measure of blame was found to facilitate second-grade children's use of intention in making moral judgments of story pairs. (ST)

Fourth and fifth grade girls observed a reward, punishment, or neutral outcome to a game played by a person who chose to or was forced to play. Children, who observed the punished model, appreciated her lack of deservingness. Results were interpreted in terms of the just-world hypothesis. (ST)

Author takes the contention that the method by which Wilson (Introduction to moral education, 1967, pp76-7) seeks to give philosophical justification to his moral criteria, central to his position, is basically unsound, since it rests upon an illegitimate conflation of two or more conflicting systems of ethics. (Author/RK)

It is concluded that while models can serve as agents of inhibition, their inhibitory effect is less pronounced than their disinhibitory effect. (Author)

Article presented some observations on moral education and autonomy with reference to the Schools Council Moral Education Project 'Lifeline'. (Editor/RK)

Investigates the relationships among the first three stages of cognitive, role-taking, and moral development in both transitional and nontransitional subjects ages 5 to 14 years in order to determine whether the pattern of associations conformed more adequately to the "functional unity" model or to the "necessary but not…

Unless conjoined with certain desires, reason cannot move an agent to act. The article shows the conditions under which reasons for deciding on an action become reasons for action, explains the necessity of desire for possessing reasons, and explains a schema to analyze certain character traits pertinent to moral education. (SB)

Correctional educators must equip students to handle situations more acceptably by raising their moral levels as well as their cognitive levels. Use of Lawrence Kohlberg's theory of cognitive-moral development focuses on moral issues rather than moral values. (JOW)