Some Comments on Stage Theories of Moral Development

Journal of Moral Education 5 (3):241-248 (1976)
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
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.1080/0305724760050303
 Save to my reading list
Follow the author(s)
My bibliography
Export citation
Find it on Scholar
Edit this record
Mark as duplicate
Revision history Request removal from index
Download options
PhilPapers Archive

Upload a copy of this paper     Check publisher's policy on self-archival     Papers currently archived: 24,470
External links
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library
References found in this work BETA

Add more references

Citations of this work BETA

Add more citations

Similar books and articles

Monthly downloads

Added to index


Total downloads

5 ( #573,384 of 1,925,574 )

Recent downloads (6 months)

1 ( #418,223 of 1,925,574 )

How can I increase my downloads?

My notes
Sign in to use this feature

Start a new thread
There  are no threads in this forum
Nothing in this forum yet.