ABSTRACT
Kohlberg's claims about how the form of moral experience develops and about the role of 'cognitive stimulation' are of obvious importance in the context of interest in the emergence of a rational form of morality. So are their implications for the learning of content; for the level of conception determines both the type of content that can be assimilated and the aids which are available for this assimilation. There is a kind of abstractness and unreality about the approach to moral education which places exclusive emphasis on the development of a rational form of morality and which considers its content unimportant, dismissing it, as Kohlberg does, as merely 'a bag of virtues'. In the case of moral learning the importance of such extrinsic aids is not difficult to understand. There is strong evidence from psychological research which suggests that the positive aids are much more conducive to moral learning.
