ABSTRACT
The distinction which Lawrence Kohlberg made distinction between form and content in presenting a thumb-nail sketch of the structure of a rational morality is also extremely relevant to accounts of moral development and moral learning. There is strong evidence from psychological research which suggests that the positive aids are much more conducive to moral learning. The significant stage in moral development, on the Piaget-Kohlberg theory, is that in which the child has an egocentric conception of rules. If an institution embodies only an attitude to rules that is characteristic of an earlier stage of development, teachers who attempt to encourage a more developed attitude have an uphill task, for in their attempts at 'cognitive stimulation' they are working against the deadening directives of the institution. The conditional encouragement of the individual to strike out on his own is particularly important in the development of authenticity.
