Abstract

The teacher task of stage scoring moral judgments was used for three purposes in experimental “Kohlbergian” programs. More recent curriculum materials have been somewhat ambiguous for which of the three purposes teachers needed to or could stage score moral thought statements. However, recent empirical research indicated that teachers could not adequately stage score moral judgments for any of the three purposes. The question arose, therefore, as to whether teachers could use “Kohlbergian” programs when they could not stage score moral judgments. An analysis of Kohlberg's reinterpretation of research on moral development was made. This analysis provided logical justification for the suggestions made about ways to accomplish the three purposes outlined in experimental “Kohlbergian” programs without requiring teachers to stage score moral judgments.