David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Moral Education 8 (1):41-49 (1978)
Abstract The relations between the development of logical thinking, role?taking and moral reasoning were investigated in a sample of 100 children, aged eight?14 years. Positive correlation was found between the three areas. There was a clear association between consolidated concrete operational thinking and Kohlberg's Stage 2 moral reasoning, and some evidence that, in order of development, logical thinking precedes role?taking, and role?taking precedes moral reasoning, at corresponding levels of conceptual complexity. Although many attained high scores in logical thinking, showing consolidated concrete operational thinking, and, in some cases, formal operational thinking sub?stage 3 A and B, only five achieved conventional moral reasoning at Stage 3 (2). Perhaps moral reasoning will ?catch up? on logical thinking, but, if transitional formal operational thinking is necessary for conventional (Stage 3) moral reasoning, there are implications for moral education at the secondary level.
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References found in this work BETA
Robert L. Selman (1975). Level of Social Perspective Taking and the Development of Empathy in Children: Speculations From a Social‐Cognitive Viewpoint. Journal of Moral Education 5 (1):35-43.
Citations of this work BETA
Lea Pearson & Colin Elliott (1980). The Development of a Social Reasoning Scale in the New British Ability Scales. Journal of Moral Education 10 (1):40-48.
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