ABSTRACT
Perhaps the most striking-and certainly to my mind the most impressive-aspect of Kohlberg's work is the way in which he has combined psychological evidence, philosophical argument and educational practice. As anyone who has trod the interdisciplinary path will testify, the way tends to be narrow and hard, exposed as it is to complaint, criticism and often enough hostility on all sides-especially from the philosophers, trained as they are to be supremely critical of their fellow professionals, let alone anyone foolish enough to venture into their territory from outside. So, since the tone of this chapter will be unremittingly critical-though not, I hope, hostile-I want to make it clear at the start how much I admire the attempt, as opposed to the achievement. Nor is that qualification intended to be snide. For one thing, it is always easier to be critical than to be creative, and finding fault in others is no great achievement either, unless you have something positive to offer in their place, which I do not. And for another, in philosophy criticism is the sincerest form of flattery: to be ignored entirely is the unkindest cut of all. Kohlberg's achievement, it seems to me, lies more in the questions he has raised than in the answers he has given. But in philosophy, where we still look unsuccessfully for answers to questions raised in the sixth century B. C., that may be achievement enough.
