A New Direction for the Study of Moral Behaviour

Abstract

Differences between cognitive development and social learning theories as they relate to moral development are assessed and an attempt is made to reconcile the points at dispute through the development of an alternate paradigm of the moral development process. While exact weighting of the variables still requires further research, some material from Chinese and American socialization experiences is presented as an example of how excessive variation in the influence of certain variables may impede moral development.