| Abstract: | In a series of seven different studies, the author attempted to test Piaget's theoretical position of social factors as primary contributors to the development of moral judgment. Populations of American and Swiss subjects were presented with moral dilemmas stories opposing adult—child and child—child situations and classified into three moral levels (heteronomous, intermediate, autonomous). The influence of school was studied by camparing moral levels of subjects who had never attended school to moral levels of kindergarten and first grade students. Questionnaires sent to Swiss and American parents provided information about their attitude toward the children's socialization. Effect of interaction was measured by interviewing subjects individually, then in pairs and on an individual post-test three weeks later. Results demonstrate the role of social factors such as dynamic exchanges, discussions and oppositions in the learning of moral values. Cognitive conflicts are seen as fostering decentration and achievement of higher level responses through the equilibration process. |
