I believe in reciprocal determinism—that individuals are influenced by their environment and vice versa.
I think individuals can engage in rationalization of immoral acts as being moral.
I say individuals' moral behavior is influenced by consequences they apply to themselves.
I believe children learn from models, which can be used to teach morality.
John Dewey
I wrote about the philosophy of education.
I think education is crucial to having good citizens and strong society.
I believe that when schools do not have an overt program in moral education, they still provided moral education through a hidden curriculum.
I think children unconsciously learn about morality from birth by participating in the social world.
I believe schools should teach morality through social interactions.
Nancy Eisenberg
I study socioemotional development, including moral reasoning.
I believe parenting influences adolescents' moral development.
My research suggests that parents who express emotions around their children have kids who are more responsive to the emotions of others.
My research found that parents who demonstrate empathy and teach their kids how to handle emotions have children who engage in more prosocial behavior.
James Fowler
I proposed a theory of religious development that focuses on the motivation to discover meaning in life, either within or outside of organized religion.
My theory is made up of six stages.
My theory is related to Erikson's, Piaget's, and Kohlberg's theories of development.
I believe intellectual challenges to values and religious ideologies often develop during college.
I believe the highest stage in religious development involves transcending specific belief systems to achieve a sense of oneness with all beings and a commitment to breaking down the barriers that are divisive to people on this planet.
Sigmund Freud
I believe that moral development depends on the superego.
I say that the superego consists of two components that determine moral feelings—the ego ideal and the conscience.
I think that as the superego (including the ego ideal and the conscience) develops, parental control is replaced by self-control.
I believe that the ego ideal and conscience administer rewards and punishments, respectively, to oneself.
Carol Gilligan
I criticized Kohlberg's theory of moral development.
I developed the care perspective.
I believe Kohlberg may have underplayed the care perspective because he was man.
I found that girls and women interpret moral dilemmas in terms of human relationships.
I also found that girls reach a critical juncture in their development around the age of 11 or 12.
Hugh Hartshorne and Mark May
We observed the moral behavior of children.
Our research suggests most children are not completely honest or completely dishonest.
We believe moral behavior tends to be situation-specific.
We believe that opportunities to engage in immoral behavior tend to outweigh moral beliefs.
Martin Hoffman
Piaget influenced me.
I developed the cognitive disequilibrium theory.
I believe adolescents develop their own moral systems after being exposed to other beliefs.
I think parents should use induction to foster the moral development of their adolescents.
Lawrence Kohlberg
I developed one of the most provocative views of moral development.
I believe that moral development is based primarily on moral reasoning.
I also believe that moral reasoning unfolds in a series of stages.
I developed 11 stories in order to investigate the nature of moral thought.
I created three levels of moral development in total.
Jean Piaget
Martin Hoffman developed the cognitive disequilibrium theory out of my ideas.
I concluded children think in two ways about morality.
The two ways that people think about morality are heteronomous and autonomous morality.
According to my beliefs, heteronomous thinkers also believe in imminent justice.
I argue that as children develop, their thinking becomes more sophisticated in term of social matters.
James Rest
I am a critic of Kohlberg's research on moral development.
I believe that relying only on responses to hypothetical dilemmas is not the best way to assess moral development.
I developed the Defining Issues Test (DIT) to assess moral development.
The DIT focuses on the values behind the rationale for choices in moral dilemmas.
Richard Shweder
I study culture and morality, especially the impact of conflicts of norms regarding morality that exist in the presence of migration.
I believe that culture influences moral development.
I believe that the ethics depend on cultural values such as autonomy, community, and divinity.
Lawrence Walker
I believe moral thought can be advanced by exposure to moral information slightly above an individual's cognitive level.
I think discussions with adults and especially peers can advance moral thought.
I believe that it is important to understand moral exemplars.
I say moral education should focus on critical discussions of values.
