This 1990 study of 165 undergraduates considered the application of cognitive development theory to social justice education. The table of contents presents the following sections: (1) "Why apply cognitive development theory to social justice education?" (2) "What is cognitive development?" (3) "Setting the background and context for the study"; (4) "Course goals in the light of cognitive development theory"; (5) "The Research: Student participants and methodology"; (6) "Assessment instruments"; (7) "Findings and analysis"; (8) "Application of research findings: theory to practice"; and (9) "Next steps." Pre- and post-test results were analyzed for two assessment instruments: (1) Baxter-Magolda's Measure of Epistemological Reflection (MER); and (2) Rest's Defining Issues Test (DIT). Statistical data were interpreted with course goals and teaching/learning dynamics considered, based on the findings. Numerous tables and figures are used to illustrate the research. An extensive bibliography is included. (EH)