Noting that psychologist Lawrence Kohlberg's pedagogical approach is predicated on the classroom discussion of moral dilemmas, this paper suggests that its affinity to the teaching of literature, communication, and composition is a natural one. The first part of the paper offers a detailed explication of Kohlberg's stages of moral development, while the second part provides suggestions for the application of Kohlberg's theory by English teachers. Specific suggestions offered include presenting moral dilemmas to the class to initiate discussion, writing assignments, oral reports, and analyses of literature; having students develop and present original dilemmas as the basis of class discussions and writing assignments; and directing students toward examples of moral dilemmas posed in literature selections in order to have them evaluate the charcters' responses to those dilemmas and discuss their own responses to them. (FL)