ABSTRACT
The concept of 'freedom' has been sufficiently analysed to permits to say a few things about the development of free men. The analysis of 'freedom' is a social principle is the notion of man as a chooser who can have his options closed up in various ways by the acts of other men. However, when teachers talk of 'freedom' as an educational ideal they usually have in mind the development of autonomy or self-regulation which is a far more ambitious ideal. Kohlberg produces cross-cultural evidence to support the general claim of the Piaget school, already mentioned, that the stages of development in the conception of rules are culturally invariant. Piaget's and Kohlberg's stages of development are 'writ large' in these all-pervasive features of the institution. The content of the morality is the product of interaction between the individual and Kohlberg social environment which is assisted by 'cognitive stimulation'.
