ABSTRACT
A fascinating question: If Lawrence Kohlberg's stage theory of the development of moral judgment were applied to political judgments, could politically controversial questions be morally decided in an "objective" manner? The structural differences between real political problems and moral dilemmas, which are of crucial importance for Kohlberg's approach, are essential to the question of the transferability of the theory. The ability to deal with complex information in a complex manner is treated in the theory of cognitive complexity. G. Huber gives a comprehensive treatment of the importance of this approach for political learning processes. In empirical investigations, an optimal learning environment has proved to be one which is moderately complex with respect to the degree of cognitive structuredness. The investigation has been performed as a pilot study preceding a more extensive project dealing with questions of the use of media in political classes at vocational schools.
