ABSTRACT
In the fall of 1981 Brookline High School, a semi-urban public school with approximately 2000 students and 200 faculty held its first Town Meeting, a democratic assembly of representatives from the student body, faculty, administration, and support staff. That meeting inaugurated one of the first large scale attempts to apply the cognitive developmental approach to democratic schooling. This approach grew out of Kohlberg (this volume) and Mosher's (1978, 1980) work consulting for three alternative high schools—S.W.S. (School Within-A-School) in Brookline (MA), Cluster in Cambridge (MA), and S.A.S. (Scarsdale Alternative School) in Scarsdale (NY). Experience in these experimental schools suggested organizational structures and intervention strategies for the Brookline High School (B.H.S.) Democracy Project.
