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  1. Edmund V. Sullivan (1990). Critical Psychology and Pedagogy: Interpretation of the Personal World. Bergin & Garvey Publishers.
     
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  2. Daniel J. Bolt & Edmund V. Sullivan (1977). Kohl Berg's Cognitive‐Developmental Theory in Educational Settings: Some Possible Abuses. Journal of Moral Education 6 (3):198-205.
    Abstract Kohlberg's cognitive?developmental theory provides teachers with a framework for understanding the change and development of moral judgment and decision?making of their pupils. One major abuse, however, may be when teachers take the stage labels associated with the hypothesized stage levels of moral judgment as indicative of static student qualities or characteristics, by placing more emphasis on perceived and labelled qualities than on the actual moral reasoning of the student. This, it is suggested, together with some empirical examples, may obscure (...)
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  3. Edmund V. Sullivan & Clive Beck (1974). A Developmental Approach to Assessment of Moral Education Programmes: A Short Commentary. Journal of Moral Education 4 (1):61-66.
    Abstract: The authors report an empirical study, evaluating the effectiveness of a moral education programme in schools. The control and experimental groups were measured before and after on Kohlberg's test of moral dilemmas. The experimental group had a period of work on value issues whereas the control group did not The results showed that the experimental group had progressed further in moral development, as measured by Kohlberg's test, than the control group.
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  4. Ira Brooks‐Walsh & Edmund V. Sullivan (1973). The Relationship Between Moral Judgment, Causal Reasoning and General Reasoning. Journal of Moral Education 2 (2):131-136.
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