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ERIC Number: ED097127
Record Type: RIE
Publication Date: 1974-Apr
Pages: 10
Abstractor: N/A
Reference Count: 0
An Evaluation of a Cognitive-Developmental Values Curriculum for Primary Grade Children.
Lieberman, Marcus; Selman, Robert L.
This study of the cognitive-developmental approach to primary grade value education emphasizes the involvement of the reasoning process in solving moral dilemmas. This approach is in contrast to those which focus on clarifying values and developing an awareness of other cultures' values. Educational intervention in the cognitive-developmental approach is based on the principals of conflict and near-matching, and presented through the media of sound filmstrips, debate, and open discussion. Both "expert teachers" (those trained in cognitive developmental theory and experienced with primary grade children), and lay teachers conducted the study's biweekly sessions. Units presented covered the moral topics of Truth Telling, Sharing and Taking Turns, Promise Keeping, Property Rights, and Rules. Results show that, while change to a higher stage in reasoning may be greater with a teacher who is familiar with the stage theory and is interested in the program than with one who has just read the training manual, the two groups did not differ significantly. (CS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (59th, Chicago, Illinois, April 1974)