David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 33 (2):197-205 (2004)
David Carr (2002) has argued against the use of developmental theories as a basis for curriculum development in moral education. Although we find common ground with some aspects of Carr's arguments, we disagree with several of his criticisms of the cognitive?developmental approach to moral education. He confuses romantic ideology (as espoused by Rousseau and others) and progressive ideology (as espoused by Dewey and others); he assumes that developmental theories have no endpoint or final goal from which to structure moral education; and he argues against the use of psychological inquiry to validate a philosophical ought. This paper is an attempt to clarify Carr's arguments and propose a justification for the developmental approach to moral education
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