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    Developmental Trajectories in Moral Reasoning Across the Life Span.Cheryl Armon & Theo L. Dawson - 1997 - Journal of Moral Education 26 (4):433-453.
    Abstract This long?term study found that moral reasoning as conceptualised by Kohlberg (1981, 1985) can develop into adulthood. Predominantly white, well?educated, middle?class participants were interviewed four times at 4?year intervals (N = 44). Stage development was sequential and continued throughout the life span, although its occurrence decreased with advancing age in a curvilinear fashion. Post?conventional reasoning was demonstrated by seven adults. Stage of moral reasoning correlated with age strongly in children and moderately in adults, and was moderately correlated with education (...)
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  2.  24
    Adult Moral Development, Experience and Education.Cheryl Armon - 1998 - Journal of Moral Education 27 (3):345-370.
    This article reports two studies??a longitudinal investigation of moral judgement and reported moral experience, and an outcome study on the impact of a moral intervention project with adult undergraduate students. In the first study, 29 middle?class, primarily white, well?educated adults, ranging in age from 18 to 80 were administered Standard Form Moral Judgment interviews 4 years apart and were asked to describe their own moral events that had occurred. The average moral judgement score on the hypothetical dilemmas was Stage Four. (...)
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    JME Referees in 1997.Cheryl Armon, Sheryle Bergman Drewe, Judith Boss, George Dei, Patrick Dillon, David Gooderham, Han Gur Ze'ev, Ann Higgins D'Alessandro, Kay Johnston & Yong Lin Moon - 1998 - Journal of Moral Education 27 (2):263.
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    The Place of the Good in a Justice Reasoning Approach to Moral Education.Cheryl Armon - 1988 - Journal of Moral Education 17 (3):220-229.
    Abstract Relying on developmental studies of reasoning about the good life, a model of moral education that integrates the good and the right is put forth. It is claimed that while Kohlberg's justice reasoning provides a justifiable aim for such curricula, how individuals attribute value will also significantly affect their moral actions. The notion of a ?critical period? for moral education during adolescence is also presented.
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