ABSTRACT
The moral education of children comes high in the list of educational priorities. Moral education may be conducted as an integral element of almost every school lesson. Teaching the subjects in terms of "right" and "wrong" answers carries a strong moral connotation of considerable significance.' This chapter provides the psychological evidence which helps those teachers who believe that specific moral education can be conducted in schools. For such teachers the psychological evidence will have pointed to two subjects for discussion. Firstly, the fact that a developmental model of morality leads naturally to a consideration of the notion of 'readiness for morality'. Secondly, that the analysis of morality in terms of attitudes indicates the educational techniques which will be most effective for this work. In moral growth, just as in physical maturation or intellectual development, there are clearly defined stages, and each has tasks not only appropriate to it, but also essential for subsequent development.
