The article presents the results of an analysis of the moral value judgments of adults (parents, teachers, educators) that directly concern the socialization process of the young generation in the modern metropolis. This paper follows the model study by Jean Piaget that investigated the moral value judgments of children. A comparative analysis of the judgments of respondents allows us to investigate whether certain perceptions of the norm are widely held. Statistically significant differences between the groups of "parents" and educators uncovered give us grounds to pose a practical question whether representatives of these groups can be functionally interchanged in pedagogical practice. The results of the analysis demonstrate the need to conduct comprehensive research into the normative value system, which is an integral component that regulates the activities of both children and adults. We also discuss the broader issues relating to the original explanatory model. We note the ambiguity, variability, and the complex structural construction of the normative-value unit that regulates activity. [This article was translated by Kenneth Cargill.]