This argument for process analysis in moral education focuses primarily on social developmental processes and educational processes that influence the development of moral reasoning structures. The descriptive-developmental approach, the developmental-ethical approach, and the developmental-process approach to moral discourse are briefly described. Based on a ten-year investigation of the nature of moral discussion-based interventions, the author reports that "transactive" forms of discussion lead to higher levels of moral understanding by expanding upon, critiquing, or integrating the reasoning of a co-discussant, thus increasing the likelihood of developing more adequate forms of reasoning. Because only about 15 percent of such discourse takes the form of the most developmentally productive type of transactive discussion, the author proposes that moral and social education in the future look to monitoring and training in social interaction skills in order to maximize the developmental benefits of such programs. Four other future concerns for moral education are presented: (1) theoretical and empirical knowledge of the relationship between moral reasoning and moral behavior must be integrated into moral education practice, (2) the role of affect in moral functioning must be addressed, (3) moral education must be defined more broadly than classroom-based phenomena, and (4) value-based moral education must be integrated with structural "value-free" approaches. (LH)