ABSTRACT
By 1970, Kohlberg's theory was the pre-eminent approach to the study of moral development, especially with regard to adolescence and early adulthood. Research on adolescent morality has flourished since that time, and diverse theoretical views have been proposed (Arnold, 2000; Bergman, 2002, 2004; Blasi, 1984; Carlo, in press; Eisenberg & Fabes, 1998; Gibbs, 2003; Gilligan, 1982; Lapsley, 1996; Moshman, 1995b, in press; Nucci, 2001; Turiel, 1998, 2002). Many of the theoretical differences involve fundamental questions about the nature of morality. What do people mean by morality? What do theorists mean by morality? What theoretical, cultural, and/or individual differences might there be in conceiving the moral domain?
