It seems obvious that moral stages must primarily be the products of the child's interaction with others rather than the direct unfolding of biological or neurological structures.
These youngsters hold that all morality is relative but that middle class morality is just plain bad.
The first meaning of 'cognitive' for us is that observations of others are made phenomenologically: i.e., by attempting to take the role of the other, to see things from his or her conscious viewpoint.
All individuals in all cultures use the same thirty basic moral categories, concepts, or principles, and all individuals in all cultures go through the same order or sequence of gross stage development, though they vary in rate and terminal point of development.
The problem of moral change would appear to be one of presenting stimuli which are both sufficiently incongruous as to stimulate conflict in the child's existing stage schemata and sufficiently congruous as to be assimilable with some accomodative effort.
The crowds, the praise, and the power are neither just nor unjust in themselves. As they are typically used in the schools, they represent the values of social order and of individual competitive achievement.
