The present study is designed to outline the approaches towards moral development and moral education over the past four decades, and to show how the findings of second-generation cognitive science compel a re-thinking of the role of narrative and narrative thinking in moral education. Examined also, are the psychological and philosophical assumptions that underpin and lend substantiation to these findings. Narrative, as an essential instrument for moral education, is now on the way to being rehabilitated, by virtue of the emerging trend to apply the narrative method of autobiographical mythology, or personal narrative to moral education. Through the increased implementation of this process, it is envisioned that the cognitive-developmental, rationalistic view of moral education will be supplanted by other cognitive models, with their implications for moral development and moral education, of a nature closer to the way human beings make meaning of experience.

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