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ERIC Number: ED095999
Record Type: Non-Journal
Publication Date: 1973
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Cognitive-Developmental Approaches to Moral Education: A Social Ethical Analysis.
Orr, John B.
This essay critically views the prescriptions of Jean Piaget and Lawrence Kohlberg concerning moral education within the public schools. Piaget's paradigm of the moral life is elaborated, and his prescriptive theories for the schools are presented. In contrast to Durkheim, Piaget argues that schools should resist adult-imposed moral rules whenever possible, and must not assume the responsibility for representing the values of the larger society. The author contends that the arguments of Piaget and Kohlberg lead to an educational sectarianism, which has the effect of encouraging an autonomous insensitivity to the way in which the political world works, and turns the school into an unrealistic isolate world. In addition, it is argued that Kohlberg's theories for moral education are wholly within the framework of the liberal welfare model; that is, directed toward reducing the number and treatment of deviants through judiciary, police, welfare, and psychological services. The effect of Kohlberg's theses has been to compromise the radicalism of Piaget's initial logic. Piaget's American colleagues, as representatives of an educationally liberal tradition, find themselves in the paradoxical situation of attempting to affirm the basic soundness of present institutions, while at the same time striving to use as much of the sectarian, radical rhetoric as possible. (CS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A