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ERIC Number: ED144868
Record Type: RIE
Publication Date: 1977-Aug-5
Reference Count: 0
Moral Development and Ethical Decision-Making: Theory and Faddism.
Shaver, James P.
The author is concerned that teaching strategies based on the values clarification approach (VCA) and on Kohlberg's stage theory of moral development might be premature. The VCA has been adopted widely despite concerns about threats to privacy of participating students, infringement on rights of parents to shape their children's values, and implications of the use of VCA by nontherapists in the nonvoluntary, public school setting. The Cognitive Moral Development Approach (CMDA) has also received widespread attention. It is based on Lawrence Kohlberg's theory that individuals progress through six stages of moral development as a function of genetic maturation and interaction with the environment. It is believed that persons at a given stage will rise to another after they have been exposed to thinking at the next stage above their initial one. Thus, teaching strategies which employ group discussion of moral issues have been developed to facilitate students' moral reasoning abilities. However, the author cautions that such strategies are demanding on the teacher. There is danger of teachers classifying students according to assessed moral stages and then making negative judgments about them. Also, Kohlberg's theory deals with the structure, not the content, of moral thought. (Author/AV)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at Inter-Institutional Seminar in Childhood Education (Snowbird, Utah, August 5, 1977)