Argues that effective moral education must address roadblocks in moral thinking, not merely urging moral development forward. Examines Lawrence Kohlberg's moral stages as immoral judgement marked by bias and manipulation. Views the Defining Issues Test (DIT) as a useful glimpse into the nefarious, focused on ideological content and commitment.…

Recognizes Lawrence Kohlberg as the foremost contributor to moral education during the twentieth century. Analyzes the mentor-student relationship and discusses Kohlberg's mentor relationship with his students. (KO)

Using a historical and biographical, then developmental, approach, this article examines William James's spiritual family history by reviewing key events in the life of his father, Henry James, Sr. It pays particular attention to Henry Sr's tumultuous relationship with his own father, William James of Albany, and Henry Sr's subsequent conversion…

Traces the development of the capacity to make moral judgments. States that emotions involve judgments as well as actions. Discusses the susceptibility of moral beings to remorse and explores the nature of sympathy and resentment. (GG)

Differences between cognitive development and social learning theories as they relate to moral development are assessed and an attempt is made to reconcile the points at dispute through the development of an alternate paradigm of the moral development process. Some material from Chinese and American socialization experiences is presented to show…

Article reviews Kohlberg's stages of moral development as he traces moral reasoning from childhood to adulthood. (Author/RK)

It is suggested by this study that increases in moral judgment scores with age are related to increased generality of cognitive functioning. (Editor/CB)

This study tried to systematically encourage the structure of moral judgment of adults toward change. The moral stage of subjects was measured before and after the treatment, a course in human sexuality. Results indicate that moral judgment can change during adulthood. (AM)

Discusses conception of moral formation. Traces progress to moral maturity through well defined stages of cognitive, conative, and/or affective growth. Explains that logical status of developmental theories are not clear. Argues that the accounts are more evaluative than descriptive. Explores the problematic moral educational implications of this…

Examines processes of moral change in light of emerging concepts from narrative psychology. Argues that role taking can be better understood when narrative concepts are employed. Concludes that, where cognitive developmental and narrative approaches to psychological development differ, the narrative account can illumine and challenge categories…

New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the…

An analysis is presented of the problems that have existed for over 20 years in the moral education curriculum in primary schools of China. These include the separation of moral education from children's lives, the moralizing and memorization used as the basic methods of teaching and learning, and the overlaps between courses on society and…

The cognitive-developmental theory of moral development of the handicapped--i.e., a stage-like progress of moral reasoning with age--is only partially confirmed. While there is a development from the less to the more mature forms of moral reasoning, that course of development is not entirely such as the theory assumes. (Author/RM)

Traces the history of Minnesota's approach to moral judgment research. Claims this history can be subdivided into four phases, each with a different goal and theoretical consideration. Concludes the Minnesota approach has been a progressive force in the field. Argues that this approach reaffirms Lawrence Kohlberg's view that moral judgments are…

Provides a critical appraisal of two significant contributions of the Minnesota approach to moral development. Describes one contribution as the componential model that describes the four psychological components underlying moral behavior. Identifies the second contribution as the conceptual and methodological reformulations known as the…