Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education.

Annotation Kohlberg's critics have maintained that his theory of moral development rests on the existence of moral stages. The critics (including myself) argue that stages don't exist and thus that Kohlberg's theory is false. Donald R.C. Reed's fine book will put a stop to this sort of dismissive argument. Reed provides a careful reading of Kohlberg's corpus and shows how his concerns with justice, fairness, democratic community, and moral education can be appreciated independently of the status of moral stage theory. (...) A fine and careful study. (shrink)

v. 1. Piaget's genetic epistemology, 1965-1980.--v. 2. Critique of Piaget's genetic epistemology, 1965-1980.

I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual analysis. Before children have the cognitive capacities to engage in authentically autonomous reflection, their long-run interest in developing autonomy is best served by developing their understanding of and provisional identity within their primary culture (...) and by encouraging a limited form of ethical reasoning within the framework provided by that secure cultural identity. (shrink)