Graduate studies at Western
Journal of Moral Education 5 (3):241-248 (1976)
|Abstract||Abstract: Based on a study of variations in moral responses of Chinese and American children, an assessment is made of stage theories of moral development Moral development models that are primarily based upon cognitive development theories are judged to be deficient in their failure to account for rates and levels of intemalization. The type and extent of manipulation of affect in learning appears to be the major factor that has been ignored. Of particular importance for education, the article concludes that intemalization can be increased through the use of specific learning techniques|
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