Lawrence Kohlberg (1927-1987) was one of the key figures in generating theories of human development. Following James Mark Baldwin and Jean Piaget, he designed a research program in order to understand moral development – which he viewed as justice development -, during the life-span. With the help of dilemma-interviews and a comprehensive scoring manual, Kohlberg looked into the stage of development and the moral point of view of children, adolescents and adults both in the United States and abroad. Related herewith, he discussed central topics, such as the relationship be¬tween judgment and action, the transnational universality of moral development, and gender-related morality. His innovative interdisciplinary work embraced the fields of developmental psychology, philosophy, and education among others. His research was inspiring in many aspects and will be inspiring for the years to come.

Although Lawrence Kohlberg provided major ideas for psychological research in morality for decades, today some critics regard his work as outmoded, beyond repair, and too faulty for anybody to take seriously. These critics suggest that research would advance more profitably by taking a different approach. Postconventional Moral Thinking acknowledges particular philosophical and psychological problems with Kohlberg's theory and methodology, and proposes a reformulation called "Neo-Kohlbergian." Hundreds of researchers have reported a large body of findings after having employed Kohlberg's theory and methods to the Defining Issues Test (DIT), therefore attesting to the relevance of his ideas. This book provides a coherent theoretical overview for hundreds of studies that have used the DIT. The authors propose reformulations in the underlying psychological and philosophical theories. This book pulls together the analysis of criticisms of a Kohlbergian approach, a rationale for DIT research, and new theoretical ideas and new research.

Addresses the question of development in moral judgment as well as the relationship between moral developmental theory and Christian morality.

Lawrence Kohlberg's Approach to Moral Education presents what the late Lawrence Kohlberg regarded as the definitive statement of his educational theory. Addressing the sociology and social psychology of schooling, the authors propose that school culture become the center of moraleducation and research. They discuss how schools can develop as just and cohesive communities by involving students in democracy, and they focus on the moral decisions teachers and students face as they democratically resolve problems. As the authors put it: "We propose an educational renewal of our democratic society.... We have attempted to establish schools that do more than just teach about democratic citizenship, that are themselves democratic societies."

This work was originally issued as a two-volume set, published in 1987 and 1988. It constitutes a definitive presentation of the system of classifying moral judgment built up by Lawrence Kolberg and his associates over a period of twenty years. Researchers in human development and education around the world, many of whom have worked with interim versions of the system - indeed, all those seriously interested in understanding the development of moral judgment - will find it a useful and accessible resource. Volume 2 includes the scoring systems for three alternate, functionally equivalent forms of Kohlberg's moral judgment interview.

A supplementary textbook for a graduate or advanced undergraduate course dealing with moral psychology. It looks at implications of and problems with theories of moral development put forward by Lawrence Kohlberg and Martin L. Hoffman. Annotation (c) Book News, Inc., Portland, OR (booknews.com).

The result of extensive scholarship and consultation with leading scholars, this text introduces students to twenty-four theorists and compares and contrasts their theories on how we develop as individuals. Emphasizing the theories that build upon the developmental tradition established by Rousseau, this text also covers theories in the environmental/learning tradition.

This volume, based on an interdisciplinary conference of psychologists, sociologists, philosophers, and social scientists, explores a topic of vital importance today—moral education. The book is organized around four questions: the nature and scope of moral education, the problem of ethical pluralism, psychological considerations in a program of moral education, and the social structure of the school as it relates to moral education. This volume will interest philosophers and social scientists concerned with human behaviour and values. It will be of special interest to those engaged in educational research, to curriculum planners, and teachers.

This is the little book that started a revolution, making women's voices heard, in their own right and with their own integrity, for virtually the first time in social scientific theorizing about women. Its impact was immediate and continues to this day, in the academic world and beyond. Translated into sixteen languages, with more than 700,000 copies sold around the world, In a Different Voice has inspired new research, new educational initiatives, and political debate—and helped many women and men to see themselves and each other in a different light.Carol Gilligan believes that psychology has persistently and systematically misunderstood women—their motives, their moral commitments, the course of their psychological growth, and their special view of what is important in life. Here she sets out to correct psychology's misperceptions and refocus its view of female personality. The result is truly a tour de force, which may well reshape much of what psychology now has to say about female experience.