Journal of Moral Education 17 (3):220-229 (1988)
|Abstract||Abstract Relying on developmental studies of reasoning about the good life, a model of moral education that integrates the good and the right is put forth. It is claimed that while Kohlberg's justice reasoning provides a justifiable aim for such curricula, how individuals attribute value will also significantly affect their moral actions. The notion of a ?critical period? for moral education during adolescence is also presented|
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