Moral Maturity and Education beyond Conventional Morality
"Moral Maturity" was the first goal of four of the denominations in our study and was rated second and third by the other two. What does this mean? Three perspectives are developed here. (1) An examination of the items in the Moral Maturity scale shows that postconventional elements appear...
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Springer
1982
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| Dans: |
Review of religious research
Année: 1982, Volume: 23, Numéro: 3, Pages: 286-296 |
| Accès en ligne: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Édition parallèle: | Non-électronique
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| Résumé: | "Moral Maturity" was the first goal of four of the denominations in our study and was rated second and third by the other two. What does this mean? Three perspectives are developed here. (1) An examination of the items in the Moral Maturity scale shows that postconventional elements appear there, enough to warrant thinking that adults want youth to be reasonably independent. (2) A refactoring of the ten goals of Part I yielded two new factors, whose analysis indicates that the denominations vary in their support for postconventional morality, with the Evangelicals least supportive. (3) Given Fowler's stages of faith as an interpretive tool, only two denominations prefer critical stage four to conventional stage three for the outcome of religious education; none want stage five (a postcritical and universalizing posture.) |
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| ISSN: | 2211-4866 |
| Contient: | Enthalten in: Review of religious research
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| Persistent identifiers: | DOI: 10.2307/3511829 |